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Volume  23,  Number  1 
Tome  23,  Numéro  1 
September  1974 
Septembre  1974 


mm 


Canadian 
Association 
of 

University 
Teachers 

l'Association 
canadienne 
des 

professeurs 
d'université 


Clear  federal  role 
in  research  sought 


Changes  proposed 
for  education  in 
Nova  Scotia 


by  Israel  Cinman 

Contradictory  statements  by  the 
Federal  government  and  the  Council 
of  Provincial  Ministers  of  Education 
have  forced  the  Canadian  Associa- 
tion of  University  Teachers  to  seek  a 
clearer  definition  of  the  role  the 
Federal  government  intends  to  play 
in  making  research  grants  to  post- 
secondary  institutions  in  Canada. 

In  a  letter  addressed  to  the  Prime 
Minister,  the  President  of  the  CAUT, 
Professor  Richard  Spencer,  welcom- 
ed the  general  thrust  of  the  Trudeau 
government's  policy  towards  univer- 
sity research  and  in  particular  the 
funding  of  research  councils  com- 
posed of  scholars  as  the  granting 
agencies.  He  also  said  that  the 
Association  was  pleased  to  have  the 
assurance  from  the  Prime  Minister 
that  these  granting  agencies  wi'.i  be 
able  to  make  grants  directly  to  in- 
dividual researchers,  and  that  it  is  not 
the  government  policy  to  channel  uni- 
versity research  grants  through 
provincial  ministries. 

But  while  applauding  these  policies, 
Professor  Spencer  nevertheless 
pointed  to  a  recent  public  speech 
made  by  Dr.  François  Cloutier, 
Chairman  of  the  Council  of  Ministers 
of  Education,  in  which  the  Minister 
said  that  the  Council  stressed  to  the 
federal  government  the  desire  of  the 
provinces  to  be  consulted  in  the  area 
of  federal  funding  of  university 
research.  Dr.  Cloutier  said  that  the 
Council  insisted  that  the  central 
government  should  refrain  from  deal- 
ing directly  with  the  universities  in 
this  "very  important  area,"  and 
pointed  to  the  constitutional  respon- 
sibilities that  the  provinces  have  been 
entrusted  with  to  plan  and  develop 
their  jurisdictions  according  to  their 
priorities.  "We  feel  that  we  have 
secured  the  support  of  Ottawa  in 
principle  on  this  issue,"  he  said.  It  is 
this  latter  part  of  the  statement,  con- 
tradicting the  stated  federal  policy, 
that  the  CAUT  wished  to  have  clarifi- 
ed by  the  Prime  Minister. 

Professor  Spencer  went  on  to  say 
that  the  CAUT  was  encouraged  by 
the  Government's  proposal  to  create 
an  Inter-Council  Coordinating  Com- 


mittee, whose  function  would  be  co- 
ordination and  not  direction  of  grant- 
ing agencies,  but  suggested  that  the 
government  might  consider  the  ap- 
pointment to  the  Council  of  represen- 
tatives from  the  academic  com- 
munity, to  assuage  the  possible  fears 
in  the  academic  community  concer- 
ning the  growth  of  the  Committee's 
power. 

The  CAUT  Council  recommended 
last  May  the  continuation  of  a  strong 
federal  presence  in  financing  of  post- 
secondary  education  and  university 
based  research,  and  voted  to  use  its 
document  on  federal  financing  of  uni- 
versities as  basis  for  lobbying  the 
government  in  the  1976  round  of 
Federal-Provincial  fiscal 
negotiations.  According  to  Professor 
Donald  Savage,  Executive  Secretary 
of  the  Association,  the  CAUT 
Executive  will  consider  this  month 
various  avenues  of  ,  large-scale 
lobbying  during  this  academic  year. 


In  this  issue 


Sy localisation  à  l'Université  du  Manitoba  _ 
New  Universities  Act  in  B.C.;  Saskatchewan. 

Chilean  academics  :  a  progress  report  

Academic  Freedom  and  Tenure  

Pensions/ régimes  de  retraite  


by  Israel  Cinman 

The  Royal  Commission  on 
Education,  Public  Service  and 
Provincial  Municipal  Relations 
established  three  years  ago  by  the 
Nova  Scotia  Legislature  has  tabled 
its  recommendations  this  summer, 
which  call  for  a  massive  overhaul  of 
the  province's  educational  system. 

Setting  its  sights  on  the  province's 
primary,  secondary  and  post- 
secondary  levels  of  education,  the 
Committee,  headed  by  Dr.  John  F. 
Graham,  an  economist  at  Dalhousie 
University,  fired  a  broadside  at  the 
universities,  charging  them  with 
failure  to  consider  the  long  term 
effects  of  their  present  aims. 

According  to  the  report, 
universities  should  be  required  to 
justify  all  their  existing  and  projected 
programs  in  terms  of  their 
contribution  to  the  achievement  of 
the  purposes  of  the  universities  as 
institutions   of  higher  intellectual 


Collective  Bargaining  :  Special  Report 
Négociation  collective  :  Rapport  spécial 


10 


Books/ Livres  _ 
Letters/ Lettres 


Academic  Vacancies/Postes  vacants 


21 
8 


_  28 


study.  The  report  said  that  for  too 
long  has  institutional  autonomy  been 
"erroneously  equated  with  academic 
freedom  and  used  to  justify  an 
almost  complete  lack  of  public 
accountability." 

"A  university,  of  ail  institutions, 
should  be  able  to  explain  itself 
clearly,  intelligently  and 
articulately,"  the  report  said. 

The  commission  wants  to  see 
universities  describe,  justify  and 
account  for  their  programs  to  an 
intermediary  body  and  do  this 
publicly,  at  least  once  a  year.  It 
wants  each  university  to  make  public 
a  full  audited  financial  statement 
annually,  with  annual  budgets  open 
for  public  perusal. 

"The  governement  cannot  hold 
the  universities  accountable  unless  it 
knows  why  it  is  supporting  them. 
The  public  cannot  hold  the 
government  accountable  for  the  use 
of  public  funds  unless  there  are 
criteria  for  evaluation.  Neither  the 
public  nor  the  government  are  likely 
to  bè  able  to  formulate  fair  and 
effective  criteria  for  accountability 
without  the  assistance  of  the 
universities." 

Referring  to  university  costs  and 
financing,  the  report  states  that 
research  and  related  study  have  a 
large  element  of  social  benefit  and 
that  their  costs  should  be  borne 
principally  by  the  public.  It  suggests 
that  the  provincial  government  make 
grants  payable  to  the  universities  for 
research,  with  initially  the  grants 
equalling  tuition  revenues  in 
graduate,  medical  and  dental 
programs  and  one-quarter  of  tuition 
revenues  in  all  other  programs. 

The  university  and  an  appropriate 
intermediary  body — The  Maritime 
Higher  Education  Commission 
should  then  jointly  decide  upon  an 
appropriate  method  of  determining 
the  amount  that  shouid  be  allocated 
to  each  university  after  the  initial 
period. 

The  committee  recommends  that 
Changes. . .  cont'd  on  p.  2 


From  the  Editor... 


Through  the  years,  the  CA  UT  Bulletin  served  the  CAUT  members  as  a 
house  organ,  as  a  vehicle  for  distribution  of  CAUT  policy  statements  and 
guidelines,  news  of  committee  activities  and  of  Council  meetings.  It  has 
reported  on  major  cases  dealing  with  academic  freedom  and  tenure,  has 
published  articles  on  issues  of  interest  to  faculty  associations,  has  provided 
individual  members  with  a  platform  to  express  their  views  and  has  published 
book  reviews. 

Throughout  its  almost  twenty-year  existence,  the  Bulletin  has  undergone 
a  number  of  changes  in  format  —  from  single  mimeographed  sheets  in  the 
early  50's  to  its  first  printed  edition  in  1956,  to  a  quarterly  Bulletin 
supplemented  by  a  quarterly  Newsletter  in  late  50's,  to  a  combination  of  the 
two  in  1972. 

All  these  changes  were  undertaken  in  response  to  the  always  developing 
nature  of  the  Association,  the  increase  in  its  membership  and  the  shifting  of 
its  priorities. 

The  Bulletin  now  before  you  reflects  the  latest  transformation  within  the 
CAUT.  Last  May,  the  CAUT  Council,  among  other  things,  approved  the 
creation  of  regional  CAUT  offices  in  Halifax  and  Edmonton  as  a  way  of 
strengthening  the  CAUT  presence  in  the  Atlantic  and  Western  regions  and  a 
means  of  replying  to  an  increased  number  of  requests  for  assistance  from  local 
associations  in  their  drive  towards  certification  and  collective  bargaining. 

With  more  emphasis  on  regional  activities,  the  CAUT  Bulletin  will  become  a 
newsmagazine  published  six  times  a  year,  commenting  on  important  and  in- 
teresting developments  across  the  country,  using  the  regional  offices  and  the 
CAUT  personnel  there  as  sources  of  information  as  well  as  its  usual  con- 
tributors. 

There  is  another  reason  for  the  change  in  the  format  of  the  Bulletin.  In  the 
last  few  years  the  printing  industry  has  been  staggered  by  a  series  of  increases 
in  the  price  of  paper,  driving  some  magazines  out  of  circulation,  while 
emphasizing  to  others  the  virtues  of  cheaper,  faster  production  schedules  and 
modern  printing  techniques. 

The  CAUT  Bulletin  will  benefit  from  the  changes  in  format  and  the  type 
of  paper  used,  and  these  benefits  can  be  passed  on  to  our  advertisers.  Whereas 
before  we  were  forced  to  keep  our  rates  for  classified  advertisements  at  $1.50 
per  line,  we  can  now  drop  the  price  to  $  1 .25  per  Sine,  thus  in  effect  "passing  the 
savings  on  to  our  advertisers."  Elsewhere  in  the  issue  you  will  find  the  new 
rates  for  display  advertising. 

Although  new  in  appearance,  the  CAUT"  Bulletin  is  still  a  periodical  for 
the  Canadian  academic  community.  It  will  still  be  a  vehicle  for  discussion  of 
academic  issues.  It  will  still  publish  book  reviews,  reports  and  major  CAUT 
documents  and  will  prepare  special  supplements  on  issues  of  importance  to 
Canadian  academics.  Two  years  ago,  when  the  Bulletin  underwent  a  change  in 
format  and  frequency  of  publication,  it  was  met  by  overwhelming  approval 
from  our  members.  We  hope  that  the  new  Bulletin  before  you  will  be  greeted 
with  the  same  enthusiasm. 

Israel  Cinman 


du  rédacteur... 

Depuis  près  de  vingt  ans,  le  Bulletin  de  l'ACPU  est  un  instrument  de 
communication  entre  les  membres  de  l'Association;  il  sert  à  diffuser  les 
énoncés  de  principes  et  directives  de  l'ACPU  et  rend  compte  de  l'activité  des 
comités  et  des  réunions  du  Conseil.  On  lui  doit,  entre  autres,  des  exposés  sur 
des  causes  importantes  en  matière  de  liberté  universitaire  et  de  permanence  de 
l'emploi,  des  articles  sur  des  questions  intéressant  les  associations  de 
professeurs;  il  a  servi  de  tribune  libre  à  bien  des  membres  et  a  publié  des 
critiques  d'ouvrages. 

Au  cours  de  son  existence,  le  Bulletin  s'est  métamorphosé  plusieurs  fois, 
passant  de  simples  feuillets  polycopiés  au  début  des  années  50  à  sa  première 
livraison  imprimée  en  1956,  puis  à  un  Bulletin  trimestriel  complété  par  un 
Communiqué  trimestriel  vers  la  fin  des  années  60,  pour  aboutir  à  une  com- 
binaison des  deux  en  1972. 

Chaque  changement  a  résulté  de  progrès  importants  réalisés  par 
l'Association,  de  l'augmentation  du  nombre  de  ses  membres,  et  de  l'évolution 
de  ses  préoccupations. 

Le  Bulletin  que  vous  recevez  aujourd'hui  correspond  à  une  nouvelle 
phase  de  croissance.  En  mai  dernier,  le  Conseil  de  l'ACPU  a  approuvé,  entre 
autres,  la  création  de  bureaux  régionaux  à  Halifax  et  à  Edmonton  pour  donner 
plus  de  poids  à  la  présence  de  l'Association  dans  les  régions  de  l'Atlantique  et 
de  l'Ouest  et  pour  mieux  répondre  au  nombre  croissant  de  demandes 
d'assistance  de  la  part  des  associations  locales  qui  veulent  se  faire  accréditer 
pour  la  négociation  de  conventions  collectives. 

Accordant  plus  de  place  aux  événements  régionaux,  le  Bulletin  de 
l'ACPU  devient  un  magazine  publié  six  fois  par  an  offrant  des  commentaires 
sur  les  événements  d'un  grand  intérêt  survenant  aux  quatre  coins  du  pays, 
grâce  à  l'apport  du  personnel  des  bureaux  régionaux  de  l'ACPU  qui  devien- 
nent de  nouvelles  sources  de  renseignements  et  d'articles. 

Le  changement  de  format  du  Bulletin  a  aussi  une  autre  raison.  Depuis 
quelques  années  les  imprimeurs  sont  écrasés  par  des  hausses  successives  du 
prix  du  papier:  certaines  publications  ont  dû  disparaître,  tandis  que  d'autres 
ont  vu  les  mérites  d'une  production  meilleur  marché  et  plus  rapide.  Sous  son 
nouveau  format,  sur  papier  moins  cher,  le  Bulletin  est  plus  économique;  il  a 
donc  été  décidé  d'en  faire  profiter  nos  annonceurs  en  baissant  le  tarif  des 
petites  annonces  de  $1.50  à  $1.25  la  ligne.  Le  nouveau  tarif  des  annonces  en 
vedette  est  publié  dans  une  autre  partie  du  présent  numéro. 

Sous  sa  nouvelle  toilette,  le  Bulletin  de  l'ACPU  demeure  le  périodique  des 
universitaires  canadiens.  Ses  colonnes  restent  ouvertes  à  la  discussion  des 
problèmes  universitaires.  Il  continuera  de  publier  des  critiques  d'ouvrages,  des 
rapports  et  les  principaux  documents  de  l'ACPU;  des  éditions  spéciales 
traiteront  de  questions  d'une  importance  particulière  pour  les  universitaires 
canadiens.  Les  modifications  apportées  au  Bulletin  il  y  a  deux  ans,  format  et 
fréquence  des  numéros,  avaient  recueilli  l'approbation  de  la  grande  majorité 
des  membres.  Nous  souhaitons  au  nouveau  Bulletin  un  accueil  aussi 
enthousiaste. 

Israel  Cinman 


Changes . . .  from  p.  I 

these  allocations  take  the  form  of 
block  grants  announced  at  least  three 
years  in  advance;  that  this  system  of 
financing  should  be  introduced  over 
a  period  of  five  years  after 
consultation  with  universities,  other 
provinces  and  federal  government. 

"The  province  should  take  every 
opportunity  to  attempt  to  gain  the 
support  of  the  fédéra!  and  provincial 
governements  for  a  system  of 
university  financing  based  on  fees 
equal  to  the  full  instructional  cost  of 
university  education  accompanied  by 
an  extensive  program  of  student 
assistance." 

It  cautions,  however,  that  the 
province  should  not  attempt  to 
implement  this  system  until  a 
sufficient  number  of  other  provinces 
have  agreed  to  adopt  a  similar 
system  of  university  financing.  A  too 
early  implementation,  says  the 
report,  will  result  in  a  serious  loss  of 
students  to  other  provinces. 

In  the  interim  period  the  report 
suggests  that  student  fees  be 
increased  annually  by  at  least  the 
same  percentage  as  university 
expenditures  per  student  have 
increased  in  the  previous  year, 
provided  that  the  fees  do  not  jump  to  j 
an  unacceptable  level  in  comparison  j 
with  other  provinces. 

If  these  recommendations  are  j 
accepted,  then  the  Nova  Scotia 
system  of  loans  and  bursaries  for  ! 


students  attending 
institutions  is  in 
transformation. 


post-secondary 
for  a  radical 


Saying  that  the  present  system  of 
provincial  loans  and  bursaries 
should  be  abolished  the  report  states 
that  "students  should  bear  a  greater 
proportion  of  the  cost  of  their 
university  program."  Under  the 
Graham  recommendations,  all  loans 
should  be  interest  free  while  the 
student  is  m  full-time  study  and  for  a 
period  of  five  years  thereafter. 
Subsequent1  the  report 
recommends  thai  the  interest  rate  on 
the  loan  should  be  one  quarter  of  one 
per  cent  above  the  cost  of  borrowing 
to  the  province. 

The  report  also  suggests  that 
poorer  students  should  be  given  a 
grant  each  year  of  their 
undergraduate  education  "sufficient 
to  permit  them  to.  acquire  an 
undergraduate  education  without 
accumulating  a  debt  that  is 
substantially  higher  than  the  debt 
that  a  student  of.  average  means 
would  require." 

It  also  recommends  that  the  Nova 
Scotia  Teachers  College  be 
transferred  to  Halifax;  that  its  good 
programmes  be  retained,  and  that  it 
be  enlarged  to  take  care  of  all  teacher 
education.  It  suggests  that  the  new 
Teachers  College  be  affiliated  with  a 
university,  and  that  all  university 
Departments  of  Education  be  phased 
out. 


Educational  television 
for  British  Columbia 


A  report  on  educational  television 
which  recommends  the  establishment 
of  an  independent  authority  to 
manage  ail  communication  facilities 
in  British  Columbia  was  released  this- 
summer  by  the  province's  Transport 
Minister,  Robert  Strachan. 

The  report,  prepared  by  Barrie 
Clark,  former  broadcaster  and 
Liberal  member  of  the  legislature 
said  a  British  Columbia  Com- 
munications Authority  (BCCA)  is 
necessary  to  provide  the  required 
coordination  and  integration  of  such 
facilities. 

Commissioned  in  March,  the 
report  also  recommends: 

The  BCCA  establish  an  education 
broadcast  division  and  a  computer 
and  data  service  department; 

The  BCCA  enter  into  negotiations 
with  CBC  and  the  BC  Television  to 
assist  and  encourage  extension  of  ser- 
vice in  the  province; 

The  BC  Government  continue  to 
press  the  federal  government  for 


regulatory  jurisdiction  over  all  com- 
munication facilities  within  the 
province; 

The  BCCA  set  up  a  provincial 
microwave  or  satellite  commu- 
nications network. 

It  also  states  that  a  provincial 
equivalent  to  the  CRTC  would  be  an 
appropriate  agency  to  oversee  all  the 
communication  facilities  in  B.C. 

Strachan,  in  presenting  the  report, 
said  that  Clark's  recommendations 
were  not  government  policy  and  the 
proposals  would  be  studied  before 
any  action  is  taken. 

The  CAUT  and  ACTRA,  through 
the  Western  Media  Committee  will 
present  their  views  on  the  proposed 
authority.  Of  special  concern  to 
CAUT,  ACTRA  and  other  provin- 
cial educational  bodies,  including  the 
community  colleges,  is  the  clause 
recommending  the  creation  of  an 
educational  broadcast  division, 
which  will  be  discussed  when  CAUT 
representatives  will  meet  with  the 
Minister  of  Education,  Eileen  Dailly, 
iater  this  month. 


Page  2  —  CAUT  Bulletin  ACPU  September /Septembre  1974 


Syndicalisation  à 
l'Université  du  Manitoba 


Court  orders 
professors  reinstated 


In  a  decision  that  could  have  wide 
implications  for  US  colleges  and 
universities,  a  New  Jersey  court  has 
ordered  Bloomfield  College  to 
reinstate  13  tenured  faculty  members 
and  to  reverse  its  abolition  of  tenure 
for  the  rest  of  the  teaching  staff. 

Judge  Melvin  Antell  of  the 
Superior  Court  of  New  Jersey  ruled 
last  summer  that  the  small  private 
college  had  broken  a  contractual 
agreement  with  its  faculty  and  had 
failed  to  show  that  -the  dismissal  of 
the  13  faculty  members  had  been 
necessitated  by  financial  exigencies. 
He  said  that  the  college 
administration's  trustees'  "primary 
objective  was  the  abolition  of  tenure 
at  Bloomfield  College,  not  the 
alleviation  of  financial  exigency." 

Bloomfield  College  abolished 
tenure  last  year  and  dismissed  13 
faculty  members,  11  of  whom  were 
tenured.  The  administration  said 
that  rising  costs  and  declining 
enrollments  have  made  it  impossible 
to  retain  the  13  faculty  members.  The 
dismissed  personnel  and  the  local 
chapter  of  the  American  Association 
of  University  Professors,  disputing 
the  assertion  that  a  financial  crisis 
existed,  sued  for  damages  that  might 
have  reached  $10  million.  They 
claimed  that  no  proof  for  the 
financial  exigency  claim  had  been 
offered  by  the  university  and  that 
new  faculty  had  been  hired.  The 
President  of  the  College,  Merle  F. 
Allshouse  has  conducted  a  vigorous 
national  campaign  against  the 
AAUP — so  costly  that  when  the 
matter  was  brought  before  the  recent 
annual  meeting  of  the  AAUP,  the 
delegates  considered  this  to  be 
another  indication  of  the  falsity  of 


the  statement  of  financial  exigency, 
and  voted  to  censure  the  College. 

In  his  decision,  Judge  Antell  said 
academic  tenure  "is  not  merely  a 
reflection  of  solicitude  for  the  staff  of 
academic  institution,  but  of  concern 
for  the  general  welfare  by  providing 
for  the  benefits  of  uninhibited 
scholarship  and  its  free 
dissemination." 

"Tenure,"  he  added,  "should  be 
vigilantly  protected  by  a  court  of 
equity,  except  where...  the  survival 
of  the  college  is  imperiled."  Even 
then,  the  judge  added,  the  college 
must  demonstrate  that  the 
"severance  of  tenured  personnel"  is 
"a  measure  reasonably  calculated  to 
preserve  its  existence  as  an  academic 
institution."  The  Bloomfield 
administration  and  trustees,  the 
judge  said,  did  not  do  that.  Judge 
Antell  also  cited  the  college's  hiring 
-of  12  new  faculty  members  around 
the  time  the  13  were  dismissed. 

The  explanation  that  the 
newcomers  were  brought  in  to  meet 
the  demands  of  a  modified 
curriculum  is  totally  unacceptable, 
the  judge  said.  "No  explanations 
were  given  by  the  College  as  to  why 
the  tenured  faculty  members  could 
not  meet  its  requirements."  "The 
court  is  of  the  view  that  termination 
of  tenure  based  on  changes  in 
academic  programs  can  be  justified 
only  after  a  faculty  evaluation  of  the 
problem,"  the  judge  added.  The 
Bloomfield  faculty  had  opposed 
many  of  the  curriculum  reforms 
proposed  by  President  Allshouse. 

President  Allshouse  said  the 
college  would  appeal  the  decision 
through  the  New  Jersey  court 
system.  I.C. 


par  E.  Annandale  et  N.  Losey 

À  la  fin  de  janvier  1973  l'Associa- 
tion des  professeurs  de  l'Université 
du  Manitoba  (UMFA)  a  présenté 
une  demande  d'accréditation  à  la 
Commission  des  relations  du  Travail 
du  Manitoba.  C'était  le  début  de  dix- 
huit  mois  d'efforts  de  syndicalisation, 
efforts  qui  porteront  fruit  finalement 
cet  automne. 

Depuis  le  début,  des  difficultés 
d'ordre  légal  et  procédural  n'ont  pas 
cessé  de  surgir.  Ces  difficultés 
provenaient  en  partie  de  la  com- 
plexité de  l'université,  du  caractère 
sans  précédent  au  Canada  anglais  de 
cette  demande  d'accréditation  et  de  la 
variété  des  sentiments  au  sein  même 
du  corps  enseignant  devant  cette 
question.  L'opposition  de  certains 
professeurs  a  en  effet  contribué  pour 
beaucoup  à  retarder  une  décision  de 
la  Commission. 

Une  première  audience,  accordée 
par  la  Commission  le  23  avril  1973, 
n'a  duré  que  90  minutes,  certaines 
décisions  de  la  Commission  étant 
déjà  contestées  par  les  représentants 
des  professeurs  s'opposant  à  la  syn- 
dicalisation. Ces  questions  ayant  été 
portées  devant  les  tribunaux,  qui  ont 
maintenu  les  décisions  de  la  Com- 
mission, les  audiences  ont  pu  repren- 
dre. 

Il  fallait  ensuite  résoudre  la  ques- 
tion de  savoir  si  l'UMFA  est  un  syn- 
dicat. Après  un  jour  d'audience,  tous 
les  avocats,  représentant  l'UMFA, 
l'Université,  et  les  groupes  opposant 
la  certification,  ont  paraphé  un  ac- 
cord selon  lequel  un  référendum  sur 
la  syndicalisation  devait  avoir  lieu. 
Dans  le  cas  d'un  vote  négatif, 
l'UMFA  retirerait  sa  demande  d'ac- 
créditation. Dans  le  cas  d'un  vote 
positif  (50%+ 1)  les  groupes  opposant 
la  certification  cesseraient  de  con- 
tester la  nature  syndicale  de 
l'UMFA.  La  consultation  a  eu  lieu 
les  27  et  28  novembre  dernier. 
Avaient  le  droit  de  participer  au 
référendum  tous  les  professeurs  (y 
compris  le  président  de  l'Université) 
et  les  bibliothécaires  professionnels 
employés  par  l'Université  au  moment 
où  la  demande  d'accréditation  a  été 


déposée,  soit  à  la  fin  de  janvier  1973. 
La  participation  au  référendum  était 
de  l'ordre  de  85%.  La  majorité  en 
faveur  de  l'accréditation  était  de 
57.5%. 

Enfin,  en  mars  de  cette  année,  la 
Commission  a  entendu  les  arguments 
pour  et  contre  l'accréditation.  En 
avril  la  Commission  a  annoncé  son 
intention  d'accréditer  l'UMFA.  Elle 
a  décidé  en  même  temps  que  les 
bibliothécaires  professionnels,  les 
chefs  de  département  feraient  partie 
de  l'unité  de  négociation,  mais  que  les 
doyens  et  les  officiers  administratifs 
(présidents,  vice-président,  etc.)  en 
seraient  exclus.  Elle  a  en  outre  an- 
noncé qu'une  deuxième  consultation 
seraient  organisée  à  une  date  qui 
restait  encore  à  déterminer.  Il  s'agit 
de  demander  aux  professeurs  ap- 
partenant ou  ayant  le  droit  d'ap- 
partenir à  des  associations  dites 
"professionnelles"  dont  le  statut  est 
déterminé  par  une  loi  provinciale  s'ils 
veulent  adhérer  à  l'unité  de 
négociation. 

À  la  suite  de  plusieurs  réunions,  il  a 
été  décidé  que  le  vote  aura  lieu  le  25 
septembre  et  que  le  dépouillement  des 
bulletins  aura  lieu  le  30  septembre. 
Pour  que  la  décision  soit  en  faveur  de 
l'adhésion,  il  faudra  que  50%  +  1  de 
ceux  ayant  le  droit  de  participer  vo- 
tent en  faveur.  Cela  veut  dire  que  les 
abstentions  et  les  bulletins  annulés 
compteront  comme  des  voix 
négatives. 

L'identification  des  "professionnels" 
présente  une  autre  difficulté  à 
surmonter  avant  septembre.  Mais  une 
fois  ce  problème  réglé,  les 
"professionnels"  seront  considérés 
comme  un  bloc  et  le  résultat  du 
référendum  s'appliquera  à  tous  sans 
distinction.  C'est-à-dire,  tous  feront 
partie  de  l'unité  de  négociation  oû 
tous  en  seront  exclus. 

Au  terme  de  près  de  deux  ans  d'ef- 
forts, l'UMFA  entrevoit  avec 
soulagement  la  fin  de  la  lutte  pour  la 
certification.  Dès  cet  automne  le 
travail  essentiel  de  négociation 
pourra  être  entamé. 


$375,000  awarded  to 
women,  minority  faculty 


In  the  largest  compensatory  pay- 
ment in  relation  to  sexual  or  racial 
bias  made  by  any  university  in  North 
America  to  date,  Rutgers  University 
has  recently  agreed  to  pay  more  than 
$375,000  in  compensation  to  women 
and  ethnic  minority  group  faculty 
members  who  have  been  receiving 
lower  salaries  than  their  white-male 
colleagues. 

According  to  Joel  W.  Barkan,  the 
regional  director  of  the  Federal  Office 
;  for  Civil  Rights  in  New  York,  the 
money  represents  salary  increases 
that  put  186  women  and  24  minority 
group  members  on  a  par  with  their 
white-male  colleagues.  In  some  cases 
the  payments  were  made  retroactive 
to  1969. 

The  payments  grew  out  of  a  com- 
plaint filed  by  eight  female  faculty 
members  three  years  ago,  charging 


that  they  were  being  discriminated 
against  because  of  their  sex. 

As  federal  investigators  studied  the 
circumstances  relating  to  the  case  of 
the  six  women.  Mr.  Barkan  said, 
they  became  aware  of  salary  dis- 
parities involving  others  and  "infor- 
mally" notified  university  officials. 
The  university  then  set  up  its  own 
review,  and  eventually  determined 
that  202  faculty  members  were 
intitled  to  some  $275,000. 

The  details  of  the  case  involving 
the  eight  women  were  worked  out 
this  summer,  ànd  they  agreed  to 
accept  the  settlement  of-  more  than 
$100,000,  making  the  $375,000  total. 
Retroactive  payments  to  individuals 
will  range  from  $3,248  to  $19,574. 

*  In  Canada,  the  University  of 
Toronto   made  compensatory 


payments  to  52  full-time  women 
faculty  members  totalling  $79,851. 
This  followed  after  a  joint  faculty- 
administration  committee  had 
examined  individual  complaints. 

Officials  at  McGill,  commenting 
on  the  Rutgers  payments,  said  the  in- 
stitution had  no  plans  to  copy  the 
New  Jersey  university,  since  there 
was  no  salary  discrimination. 

But**  Professor  Rose  Johnstone,  a 
member  of  a  McGill  committee 
studying  sex  discrimination,  said  it 
had  found  the  average  salary  of 
women  professors  was  lower  than 
those  for  men. 

Professor  Margret  Andersen  who 
lieads  the  CAUT  Status  of  Women 
Academics  Committee  said  that  a 
number  of  other  universities  in 
Canada  have  made  compensatory 


payments  to  their  female  faculty 
members  and  that  reports  on  the 
status  of  women  academics  at  the 
University  of  British  Columbia. 
Queen's  University,  Waterloo  and 
McMaster  have  shown  that  dis- 
crepancies between  salaries  of  male 
and  female  facuity  members  exist. 

She  said  that  the  Committee  will 
devote  most  of  its  time  this  year  to 
settling  inequities  in  salaries,  using 
human  rights  codes  in  some 
provinces  to  attain  the  necessary 
results.  I.C. 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  3 


New  Universities  Act  in  B.C. 


The  long-awaited  British  Columbia  Universities  Act  was  tabled  this 
summer.  Professor  John  Hutchinson,  President  of  the  Confederation  of 
University  Faculty  Associations  in  B.C.  looks  at  the  first  document  on 
post-secondary  education  in  British  Columbia  since  1963. 


On  Monday,  10  June,  1974  the 
Honourable  Eileen  Dailly,  Minister 
of  Education,  tabled  in  the  B.C. 
legislature  the  long-awaited  Report 
of  the  University  Government  Com- 
mittee, chaired  initially  by  Mr.  John 
Bremer  and  latterly  by  Professor 
Walter  Young  of  the  University  of 
Victoria.  At  the  same  time,  she  in- 
troduced a  new  Universities  Act,  the 
first  substantial  revision  since  1963. 
While  the  Report  was  generally  well 
received  by  faculty  members  because 
of  its  sensible  and  enlightened  ap- 
proach, the  new  Act  regrettably 
departed  from  its  recommendations 
at  several  critical  points.  Since  the 
Act  bore  all  the  marks  of  hasty 
draftsmanship-  and  ill-considered 
compromise,  it  was  hoped  that  a  full 
opportunity  would  be  provided  for 
public  response  and  debate  in  the 
Education  Committee  of  the 
Legislature. 

Instead,  the  government  argued 
that  the  necessary  consultation  had 
taken  place  during  the  hearings  of  the 
University  Government  Committee, 
and  that  it  was  therefore  justified  in 
carrying  through  the  Act  with  all 
possible  speed.  The  main  reason  for 
this  unseemly  haste  was  the 
government's  determination  to  en- 
sure that  the  new  "interbody",  to  be 
called  the  Universities  Council, 
would  be  set  up  in  time  to  examine 
next  year's  budgets.  It  will  be  recall- 
ed that  this  government  has  express- 
ed strong  views  about  the  need  for 
social  responsiveness  and  account- 
ability in  university  affairs. 


Given  a  mere  forty-eight  hours  in 
which  to  comment  on  the  new  act, 
members  of  the  Council  of 
CUFA/BC  prepared  and  submitted  a 
list  of  25  amendments,  seven  of  which 
were  thought  to  be  of  vital  impor- 
tance. These  were  vigorously  sup- 
ported by  CAUT.  The  Act  as  pas- 
sed incorporated  only  a  few  of  these. 

The  government  refused  to  recon- 
sider the  composition  of  senates, 
which  under  the  new  Act  reduces 
academic  faculty  to  between  38%  and 
43%  of  the  total  membership.  It  also 
held  firm  in  excluding  faculty 
members  from  eligibility  for  appoint- 
ment to  the  Universities  Council, 
although  some  concessions  were 
made  which  will  prevent  the 
Executive  Director  from  acting 
without  the  knowledge  and  consent 
of  the  Council. 

At  the  time  of  writing,  the  Council 
of  CUFA/BC  is  preparing  a  list  of 
suggested  nominations  to  the  Univer- 
sities Council.  Neither  its  Chairman 
nor  its  Executive  Director  have  been 
appointed.  Although  the  legislation 
under  which  it  will  operate  appears  to 
protect  the  autonomy  of  the  univer- 
sities, it  is  too  early  to  say  whether 
B.C.  will  escape  the  bureaucratiza- 
tion and  centralization  which  have 
accompanied  the  establishment  of 
similar  bodies  elsewhere.  In  any  case, 
the  government  has  assured  represen- 
tatives of  CUFA/BC  that  there  will 
be  a  fuller  opportunity  to  discuss 
further  amendments  to  the  Act 
before  the  spring  session  of  the 
legislature. 


Saskatchewan  Universities  Commission 

Public  should  be  informed 


by  Israel  Cinman 

The  Saskatchewan  Universities 
Commission  should  operate  with  as 
much  openness  as  possible.  This  is 
the  message  that  the  Canadian 
Association  of  University  Teachers 
hopes  to  convey  to  the  Commission 
and  its  newly  appointed  head,  Dr. 
Stirling  McDowell. 

In  a  letter  addressed  to  Dr. 
McDowell,  Professor  Donald 
Savage,  Executive  Secretary  of  the 
CAUT,  reiterated  the  need  for  fullest 
possible  openness  in  the 
Commission's  business  voiced  by 
Professor  J.  K.  Johnstone,  Chairman 
of  the  Faculty  Association  in 
Saskatoon.  Citing  the  example  of  the 
Oliver  Commission  on  Post- 
Secondary  Education  in  Manitoba 
which  recommends  more  openness  in 
the  affairs  of  universities  there, 
Professor  Savage  recommended  that 
the  meetings  of  the  Saskatchewan 
Commission  be  made  open  whenever 
possible,  and  suggested  that  all 
recommendations  of  the 
Commission  be  made  public  as  soon 
as  possible  after  they  have  been 
transmitted  to  the  Minister  of 
Education.  He  also  asked  that  the 
minutes  of  the  Commission  be  sent 
as  a  matter  of  course  to  university 
presidents  and  to  the  presidents  of 
the  Regina  and  Saskatchewan 
Faculty  Associations. 

The  Commission  was  formed 
following  the  passage,  of  three  acts 
governing  university  education  in 
Saskatchewan  this  spring.  The  nine 
member  body,  charged  by  the  NDP 
government  with  overseeing  the 
affairs  of  the  province's  three  univer- 


sities, has  the  power  to  hire  its  own 
staff  and  to  set  up  various  advisory 
bodies  which  will  include  a  business 
affairs  committee,  a  program  coor- 
dinating committee  to  advise  on  the 
rationalization  of  all  undergraduate 
programmes,  a  graduate  studies  and 
research  committee  and  a  capital 
planning  and  development  committee. 
It  is  enjoined  by  statute  from  interfer- 
ing in  the  exercise  of  certain  powers 
by  the  universities,  in  particular  the 
formulation  and  adoption  of 
academic  policies  and  standards,  the 
establishment  of  standards  for- admis- 
sion and  graduation,  and  the  selec- 
tion, appointments  and  dismissal  of 
staff.  But  because  there  was  little 
attempt  made  to  secure  through 
statute,  that  the  commission  would 
act  in  an  open  manner,  the  CAUT 
has  joined  the  Saskatoon  Faculty 
Association  in  requesting  more 
openness. 

"Without  openness,"  Professor 
Savage  said,  "there  will  always  be  a 
suspicion  of  political  influence,  partly 
because  secrecy  breeds  suspicion  and 
partly  because  no  one  will  know 
whether  or  not  the  Commission  has 
really  made  a  good  case  for  the 
reasonable  programmes  of  univer- 
sities to  the  government." 

The  CAUT  Executive  Secretary, 
along  with  Professor  Richard 
Spencer,  the  CAUT  President  and 
Presidents  of  Saskatchewan  Universi- 
ty Faculty  Associations  are  hoping  to 
meet  the  Minister  of  Education  and 
the  Head  of  the  Commission  to  dis- 
cuss these  problems  during  the  an- 
nual meeting  of  the  Western  Faculty 
Associations  of  the  CAUT  this 
month. 


Some  Chilean  refugees 
placed;  majority  still  jobless 

by  J.  C.  M.  Ogelsby 


The  Board  of  the  CAUT  made 
known  its  concern  at  the  plight  of. 
Chilean  academics  and  students  in 
October,  1973.  It  recommended  that 
the  Canadian  government  handle  the 
matter  "with  the  same  sense  of  urgen- 
cy that  very  properly  was  shown  in 
the  cases  of  the  refugees  from 
Hungary,  Czechoslovakia  and 
Uganda". 

The  Canadian  government  has  in 
the  meantime  processed  more  than 
1,290  refugees  of  which  some  670 
have,  taken  up  residence  in  Canada. 
The  others  have  gone  elsewhere. 

Of  the  670  refugees  (many  of 
whom  are  children)  some  180  have 
qualified  as  professionals  or  students 
who  were  forced  to  leave  their  posts 
t>r  universities  by  the  military 
government.  In  order  to  assist  these 
particular  refugees  the  CAUT  joined 
together  with  the  SSRC,  the 
HRCCC,  the  AUCC,  CALAS, 
WUSC,  and,  more  recently,  NUS,  to 
sponsor  a  programme  to  find  places 
in  \cademia  for  displaced  colleagues 
and  students.  The  sponsoring  com- 
mittee obtained  support  from  The 
Ford  Foundation  in  New  York. 

On  March  the  4th  the  committee 
hired  Sra.  Leonor  Léon  to  serve  as 


Assistant  Director.  She  began 
translating  the  vitas  of  the  refugees. 
By  early  May  we  were  able  to  begin 
to  dispatch  more  than  800  packets 
containing  the  background  and 
experieace  of  the  individuals  con- 
cerned. They  were  sent  to  Deans, 
Departments  and  Colleges.  The 
response  has  been  disappointing. 
Given  the  tight  financial  restrictions 
imposed  on  the  universities  and 
colleges  at  this  time  the  response  is 
understandable,  but  at  the  same  time 
has  more  often  than  not  been  rather 
routine.  Only  a  very  few  respondents 
attempted  to  find  a  solution  to  this 
humanitarian  problem.  It  is  impor- 
tant to  realize  that  the  majority  of 
Chilean  professional  would  benefit 
from  postgraduate  training.  Few 
experienced  refugees  have  a  doc- 
torate because  this  has  not  been 
expected  in  their  country.  The  finan- 
cial demands  on  departments 
therefore  would  not  be  that  great. 
One  need  only  imagine  what  it  is  like 
to  be  a  janitor  or  dishwasher  with  a 
vita  that  contains  distinguished 
recognition  of  one's  academic 
achievements  to  realize  the  position 
that  most  Chilean  professionals  are 
in.  Their  current  condition  is  on  the 
whole  quite  demeaning  and  most  are 
eager  to  obtain  modest  (circa  $4.500) 


assistantships  or  scholarships  in 
order  to  apply  their  knowledge  in  a 
familiar  atmosphere.  Some  have 
eagerly  accepted  such  offers. 

The  committee  has  a  list  of  some 
34  placements  as  of  24  July.  Only  8  of 
these  have  salaries  of  over  $8,000. 
The  majority  have  received  offers  in 
the  range  of  $2,500.— $4,500.  for  this 
academic  year.  Some  of  the  men  will 
be  supplying  their  family  needs  from 
these  sums. 

f 

It  is  worth  noting  that  our 
colleagues  at  York,  Toronto  and 
Carleton  have  been  most  successful 
in  finding  places,.  The  UBC  Faculty 
Association  is  the  only  Association, 
as  far  as  I  know,  that  has  attempted 
to  come  to  grips  with  the  problem.  It 
voted  $800.  towards  support  of  a 
Chilean  refugee  at  UBC.  That  sum 
unfortunately  falls  some  $1,600. 
short  of  what  is  an  anticipated  need 
for  an  individual  to  maintain  himself 
at  his  studies  during  the  first  difficult 
year  of  adjustment. 

The  hiring  for  1974/75  is  over,  but 
it  should  be  brought  to  the  attention 
of  interested  colleagues  that  the 
Chileans  will  be  hoping  for  a  better 
future  in  1975/76.  All  the 
professionals  have  at  least  English  or 
French.  Those  who  were  not  fluent  in 
those  languages  on  arrival  last 
February  have  had  4-6  months  inten- 


sive training  in  either  English  or 
French  since  then.  The  Departments 
of  Manpower  and  Immigration  has 
paid  for  six  hours  training  per  day  for 
that  length  of  time,  and  by  next 
February  the  Chileans  will  be  much 
more  versed  in  the  Canadian  way. 
Canadian  academics,  themselves  at 
last  coming  to  grips  with  the  idea  of 
what  it  might  be  like  to  be  dismissed, 
have  the  Chileans  as  an  example  of 
the  difficulties  that  might  have  to  be 
faced.  The  major  difference  is,  of 
course,  that  Canadians  are  at  least  on 
familiar  territory.  The  Chileans  are 
not. 

We  would  urge  that  department 
heads,  our  colleagues  on  appoint- 
ment and  graduate  studies  com- 
mittees give  serious  consideration  to 
the  Chilean  applications.  Not  all  the 
Chileans  are  exceptional  in  their 
background  and  experience,  but 
there  are  men  and  women  who  are 
talented.  They  should  be  given  the 
chance  to  prove  themselves,  while  at 
the  same  time  providing  a  differing 
background  experience  and  adding  to 
the  cosmopolitan  concept  that  is  the 
true  university. 


Professor  Ogelsby  is  the  Director  of 
the  Canadian  University  Committee 
for  Refugee  Chilean  Professors  and 
Students. 


Page  4  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


/ 


On  academic  freedom  as  it  is  guaranteed  by  tenure 

Battleground  "Tenure" 


Walter  Adams 

In  the  current  atmosphere  of  retrenchment,  it  is 
perhaps  not  surprising  that  the  ancient  controversy 
over  the  institution  of  tenure  has  suddenly  been 
revived.  Citing  financial  stringency  as  their 
justification,  some  administrators  have  found  it 
convenient  to  condemn  tenure  as  a  built-in  and 
systematic  commitment  to  increasing  costs.  Tenure, 
they  say,  deprives  them  of  the  flexibility  needed  to 
make  drastic  economic  adjustments — i.e.,  the 
flexibility  to  replace  high-cost  with  low-cost  labor. 
In  a  period  of  stable  or  declining  enrollments,  they 
claim,  tenure  inivetably  leads  to  excessive  percen- 
tages of  faculty  on  permanent  status,  i.e.,  "tenuring 
in."  This,  in  turn,  results  in  institutional 
arteriosclerosis;  a  university  burdened  with  an 
aging,  senescent,  and  perhaps  anachronistic  faculty 
finds  itself  incapable  of  bringing  in  a  constant  flow 
of  new  blood — those  bright,  vigorous,  well-trained 
young  men  and  women  who  are  an  institution's 
only  guarantee  of  self-renewal  and  self- 
regeneration. 

Students  sometimes  join  in  this  condemnation 
of  tenure.  Tenure,  they  say,  provides  the  conditions 
under  which  bad  teaching  and  mediocre 
scholarship  may  be  perpetuated.  Tenure  gives  the 
mediocre  the  contractual  right  to  continue  to  be 
mediocre.  It  is  particularly  objectionable  when 
financial  distress  prevents  a  university  from  appoint- 
ing able  young  professors  to  dilute  that  mediocrity. 

Some  younger,  nontenured  faculty  members 
also  express  concern  about  tenure  which  they 
regard  as  a  guild  practice  to  restrain  entry,  stifle  the 
competition  of  newcomers,  and  preserve 
deadwood.  In  a  period  of  shrinking  opportunities, 
they  see  themselves  condemned  to  running  a 
squirrel  cage  in  which  there  is  no  room  at  the  top 
and  in  which  the  squirrels  are  replaced  every  time 
they  get  high  enough  up  on  the  wheel  to  make  the 
tenure  jump.  Or,  they  view  themselves  as  a  perma- 
nent class  of  academic  nomads,  destined  to  eternal 
wandering  while  their  more  fortunate  and  perhaps 
less  qualified  elders  preempt  the  increasingly  scarce 
academic  posts  under  a  sort  of  privileged  "grand- 
father" clause. 

Finally,  there  are  those  who  maintain  that 
tenure  is  incompatible  with  affirmative  action  goals 
to  provide  increasing  opportunities  to  women  and 
minorities  in  higher  education.  If  the  academy  is  to 
be  saddled  with  tenure  and/or  tenure  quotas,  a 
shrinking  market  for  academic  talent  is  bound  to 
affect  the  traditional  victims  of  personal  as  well  as 
institutional  discrimination  with  disproportionate 
severity.  Only  if  tenure  is  abolished,  they  say,  can 


The  above  is  an  excerpt  from  the  Presidential  address  given 
at  the  Sixtieth  Annual  Meeting  of  the  American  Association 
of  University  Professors  on  April  26,  1974  (AA  VP  Bulletin, 
Vol.  60,  No.  2).  The  author  is  the  past  president 
of  the  AA  VP. 


these  newcomers  achieve  the  access  to  our  universi- 
ty system  of  which  they  have  been  deprived  in  the 
past. 

While  there  is  some  grain  of  truth  in  the  forego- 
ing arguments,  none  of  them — singly  or  in  com- 
bination— justifies  an  abolition  of  the  tenure 
system.  I  say  this,  not  only  because  of  my  profound 
conviction  that  tenure  is  the  indispensable  hand- 
maiden of  academic  freedom,  but  also  because  I 
believe  that  there  -are  other,  less  disingenuous 
mechanisms  available  to  achieve  the  ostensible 
objectives  of  the  tenure  critics. 

Tenure  and  academic  freedom — as  you  well 
know — are  designed  to  serve  the  public  good  rather 
than  to  assure  the  professoriat  of  economic 
security.  As  Clark  Byse  and  Louis  Joughin  have  so 
cogently  put  it: 

Academic  freedom  and  tenure  do  not  exist 
because  of  a  peculiar  solicitude  for  the  human  beings 
who  staff  our  academic  institutions.  They  exjst,  in- 
stead, in  order  that  society  may  have  the  benefit  of 
honest  judgment  and  independent  criticism  which 
otherwise  might  be  withheld  because  of  fear  of  offend- 
ing a  dominant  social  group  or  a  transient  social  at- 
titude. 

Academic  tenure  is  designed  to  protect  the 
academic  freedom  of  professors  for  many  of  the 
same  reasons  that  judicial  tenure  is  instituted  to 
protect  the  freedom  and  independence  of  judges. 

Specifically,  tenure  and  academic  freedom  are 
intended  to  serve  three  social  functions.  First  is 
the  need  to  protect  colleges  and  universities  from 
external  pressures.  Recurrent  periods  of  anti- 
intellectualism  have  always  echoed  the  prosecutor's 
conclusion  against  Lavoisier:  "La  Republique  n'a 
pas  besoin  de  savants."  That  is  why  the  statement 
in  1895,  by  the  Wisconsin  Board  of  Regents,  in  the 
celebrated  case  of  Professor  Richard  T.  Ely,  who 
incidentally  was  one  of  the  founders  of  the 
American  Economic  Association,  will  always  stand 
as  a  landmark  in  defence  of  freedom  of  thought  and 
freedom  of  expression: 

...we  could  not  fdr  a  moment:  think  of  recommend- 
ing the  dismissal  or  even  the  criticism  of  a  teacher 
even  if  some  of  his  opinions  should,  in  some 
quarters,  be  regarded  as  visionary ...  we  cannot  for  a 
moment  believe  that  knowledge  has  reached  its  final 
goal,  or  that  the  present  condition  of  society  is 
perfect.  We  must,  therefore,  welcome  from  our 
teachers  such  discussion  as  shall  suggest  the  means 
and  prepare  the  way  by  which  knowledge  may  be 
extended,  present  evils...  removed  and  others 
prevented. 

Whatever  may  be  the  limitations  which  trammel 
inquiry  elsewhere,  we  believe  that  great  state  Univer- 
sity of  Wisconsin  should  ever  encourage  that  mutual 
and  fearless  sifting  and  winnowing  by  which  alone 
the  truth  can  be  found. 


In  the  absence  of  tenure,  how  many  professors,  I 
wonder,  could  count  on  their  administrations  or 
trustees  to  defend  academic  freedom  with  such 
ringing  conviction  and  civilized  maturity? 

A  second  function  of  tenure  is  to  defend 
academic  freedom  from  its  enemies  within  the 
academy.  AAUP  files  are  replete  with  cases  of  dis- 
crimination and  harassment  directed  against 
professors  because  of  their  life  styles,  their  political 
views,  their  scientific  teachings,  or  their  mere  non- 
conformity to  the  methodological  fads  of  their  dis- 
ciplines. And,  sad  to  confess,  administrators  are  not 
the  only  offenders  on  this  score.  In  my  own 
profession,  there  are  economists — some  of  them 
leaders  in  the  profession — who  believe  only  in  God 
and  Milton  Friedman  and  who  define  any  deviation 
from  neoclassical  orthodoxy  as  a  heresy  to  be 
stamped  out  rather  than  as  a  divergence  of  view- 
point to  be  tolerated.  There  are  others  of  similar 
prestige  and  influence  who  hold  that  Keynesianism 
and  Keynesianism  alone  is  the  quintessence  of 
economic  truth.  These  true  believers  are  not  unlike 
the  Padua  professor  who,  in  1610,  condemned 
Galileo  for  his  discovery  of  the  Jupiter  satellites  by 
means  of  his  newly  invented  telescope.  "We  know." 
said  the  Padua  savant, 

that  there  are  seven  planets  and  only  seven, 
because  there  are  seven  openings  in  the  human 
head  to  let  in  the  light  and  air:  two  eyes,  two 
ears,  two  nostrils,  and  a  mouth.  And  the  seven 
metals  and  various  other  examples  also  show- 
that  there  have  to  be  seven.  Besides,  the  stars 
are  invisible  to  the  naked  eye:  therefore  they  do 
not  influence  human  events;  therefore  they  are 
useless;  therefore  they  do  not  exist.  (Quod  erat 
demonstrandum) 

The  incident  may  be  a  source  of  wry  amusement 
today,  but  its  modern  counterparts — replayed  at 
colleges  and  universities  around  the  country — are 
not. 

There  is  yet  a  third  social  justification  for  the 
academic  freedom  guaranteed  by  tenure.  It  is  the 
freedom  to  follow  untried  trails  and  to  explore  the 
frontiers  of  knowledge  without  fear  of  dismissal 
before  the  task  can  be  finished.  As  President 
Kingman  Brewster  of  Yale  University  put  it: 

If  teaching  is  to  be  more  than  the  retailing  of 
the  known,  and  if  research  is  to  seek  real 
breakthroughs  in  the  explanation  of  man  and 
the  cosmos,  then  teachers  must  be  scholars  and 
scholarship  must  be  more  than  the  refinement 
of  the  inherited  stock  of  knowledge.  If 
scholarship  is  to  question  assumptions  and  to 
take  the  risk  of  testing  new  hypotheses  then  it 
cannot  be  held  to  a  timetable  which  demands 
proof  of  pay-out  to  satisfy  some  review  com- 
mittee Boldness  would  suffer  if  the  research 

Tenure ..  .Cont'd  on  p.  7 


CAUT  Bulletin  ACPI  September  Septembre  1974  —  page  5 

\ 


De  meilleurs  plans  de  régimes  de  retraite 
pour  professeurs 


Georges  Frappier 

Il  y  a  bientôt  vingt  ans  que  l'ACPU  se  préoc- 
cupe de  la  question  des  avantages  sociaux  et  son 
Comité  des  pensions  estime  qu'il  y  a  vraiment  lieu 
de  créer  un  jour  le  bureau  mixte  AUCC  —  ACPU 
dont  on  parle  depuis  longtemps  pour  coordonner 
l'étude  de  ce  genre  de  questions.  Voici  ce  que 
propose  le  Comité. 

«  Les  universités  canadiennes  emploient  mainte- 
nant quelque  trente  mille  professeurs  et  du  per- 
sonnel non  enseignant  en  nombre  au  moins  égal; 
pourtant,  il  n'existe  aucun  moyen  permanent  de 
recueillir  systématiquement  des  renseignements  sur 
leurs  régimes  d'avantages  sociaux.  Il  semble  que 
l'ACPU  ait  été  la  seule  jusqu'à  présent  à  s'occuper 
de  la  question  (pour  les  professeurs)  et  encore 
n'était-ce,  rappelons-le,  que  pour  l'étude  de  cas  par- 
ticuliers vers  la  fin  des  années  60.  Il  n'existe  aucun 
centre  capable  de  fournir  des  renseignements  sur  les 
régimes  des  autres  universités,  leur  coût,  leurs 
méthodes  de  sélection  des  carrières,  les  résultats 
qu'elles  ont  obtenus  avec  différents  régimes  et 
différents  assureurs,  etc.  On  trouve  la  même  carence 
au  plan  des  réglementations  et  législations  fiscales 
pertinentes,  des  lois  provinciales  sur  les  pensions, 
etc.  Les  universités  n'ont  aucun  moyen  de  s'in- 
former mutuellement  de  l'expérience  acquise  par 
leurs  facultés  lors  de  la  négociation  de  régimes 
d'avantages  sociaux. 

Les  universités  et  leurs  employés  investissent  des 
sommes  énormes  dans  divers  régimes  de  retraite, 
sans  même  tenir  compte  des  primes  versées  aux 
divers  régimes'  obligatoires  de  l'État.  Les 
professeurs  d'universités  canadiennes  gagnent  déjà 
en  moyenne  plus  de  $15,000  par  an  et  si  l'on  évalue 
à  quelque  10%  le  montant  des  contributions  à  des 
régimes  non  gouvernementaux  d'avantages 
sociaux,  versées  tant  par  l'institution  que  par  le 
professeur,  on  obtient  un  montant  de  contributions 
dont  le  total  approche  les  $50,000,000;  et  ce  chiffre 
ne  comprend  pas  les  versements  effectués  par  les 
employés  non  enseignants  ainsi  que  pour  leur  comp- 


te. Il  nous  paraît  donc  justifié  d'assumer  les  frais 
modestes  d'un  bureau  mixte  qui  pourrait  aider  les 
institutions  et  leurs  employés  à  obtenir  le  meilleur 
rendement  pour  leur  argent. 

À  notre  avis  les  «  avantages  sociaux  »  compren- 
nent la  retraite,  l'assurance  invalidité,  l'assurance 
vie,  l'assurance  médicale  et  hospitalière;  l'assurance 
soins  dentaires  et  médicaments,  et  tous  autres  avan- 
tages comme  par  exemple  l'enseignement  gratuit  ou 
à  tarif  réduit  pour  les  enfants  des  professeurs  ou 
autres  employés  de  l'université.  (À  nos  yeux  le  con- 
gé sabbatique  est  une  question  purement  univer- 
sitaire sortant  du  cadre  des  «  avantages  sociaux  », 
mais  le  bureau  que  nous  proposons  pourrait  néan- 
moins être  tout  indiqué  pour  regrouper  des 
renseignements  à  ce  sujet.)  Grâce  à  ce  bureau  mixte, 
il  serait  possible  d'obtenir  d'une  seule  source  des 
conseils  professionnels  sur  toutes  les  questions 
d'avantages  sociaux.  En  outre,  un  tel  bureau 
veillerait  à  ce  que  les  renseignements  recueillis  et 
distribués  soient  reconnus  comme  valables  par  les 
administrations,  les  professeurs  et  les  autres 
employés  et  à  ce  que  tous  les  intéressés  reçoivent  les 
renseignements  sous  la  même  forme  et  en  même 
temps.  Il  jouerait  donc  à  cet  égard  un  rôle  identique 
à  celui  de  Statistique  Canada  à  l'égard  des  salaires. 

Le  Bureau  de  direction  de  l'ACPU  a  adopté 
cette  proposition  à  condition  qu'un  tel  Service 
consultatif  mixte  ACPU-AUCC  soit  financé  par 
des  fonds  d'origine  externe.  Le  Comité  exécutif  est 
actuellement  en  pourparlers  avec  l'AUCC. 

L'ACPU  n'en  poursuit  pas  moins  ses  travaux 
sur  cette  question.  Cette  année,  elle  commencera 
par  exhorter  les  associations  locales  à  examiner  la 
validité  de  leur  régime  de  retraite.  À  cette  fin, 
chaque  association  locale  serait  priée  de  désigner  un 
de  ses  membres  pour  correspondre  avec  le  Comité 
des  pensions  de  l'ACPU.  Ce  correspondant  sera  le 
responsable  des  questions  de  pensions  au  niveau 
local.  Plusieurs  universités  ont  apparemment  un 
Comité  mixte  des  pensions  composé  de  professeurs 


et  d'administrateurs.  L'ACPU  veut  s'assurer  que 
toutes  les  associations  locales  s'intéressent  ac- 
tivement, d'une  façon  ou  d'une  autre,  à  la  question 
des  pensions  dans  leur  université.  Pour  faciliter  ce 
travail  de  «  vigie  »,  l'ACPU  fera  parvenir  à  chaque 
correspondant  des  renseignements  sur  les  divers 
aspects  de  la  retraite:  assignation,  transfert,  rende- 
ment des  fonds,  indexation,  suffisance  de  la  pension 
des  nouveaux  retraités. 

Il  est  très  possible  qu'au  cours  de  sa  carrière  un  par- 
ticulier se  trouve  soudain  en  présence  de  problèmes 
d'assignation  ou  de  transfert  sans  toutefois  prêter 
attention  à  d'autres  aspects,  tels  l'indexation  et  le 
rendement  des  fonds.  Signalons  par  exemple  qu'une 
étude  récente  semble  faire  ressortir  que  les  fonds  de 
retraite  des  universités  ont  un  rendement  inférieur 
aux  autres  fonds  de  retraite  placés  en  fidéicommis; 
c'est  ainsi  que  «  pour  la  période  de  quatre  ans  de 
1969  à  1972  le  rendement  moyen  de  l'ensemble  des 
fonds  s'est  situé  à  8.26%  alors  qu'il  n'a  été  que  de 
6.31%  pour  les  universités.»  Pour  l'exercice  1972- 
1973,  il  semble  que  le  rendement  des  caisses  dis- 
tinctes de  retraite  de  vingt  universités  canadiennes 
ait  varié  de  1.5%  à  moins  6.9%.  Ceci  n'est  qu'un 
exemple  du  genre  de  fâcheuses  surprises  que  l'on 
peut  avoir  dans  le  domaine  des  pensions.  On  peut 
en  découvrir  bien  d'autres  en  lisant  l'ouvrage  de 
Ralph  Nader  et  Kate  Blackwell  :  «  You  and  Your 
Pension»  (ED.:  Consumer  Reports.). 

La  retraite  est  un  sujet  qui  intéresse  assez  peu 
ceux  qui  n'y  sont  pas  encore.  Peut-être  est-ce  donc 
aux  retraités  eux-mêmes  qu'il  conviendrait  de  faire 
appel.  L'ACPU  organise  un  Comité  de  professeurs 
retraités  et  cherchera  le  financer  par  le  programme 
du  Gouvernement  fédéral  Nouveaux  Horizons.  Ce 
Comité  commencera  par  dresser  un  répertoire  de 
tous  les  professeurs  retraités  comportant  leur  nom, 
adresse  et  spécialisations  universitaires.  Il  leur 
adressera  par  la  suite  un  questionnaire  qui  leur 
permettra  de  nous  communiquer  leurs  problèmes 
et  facilitera  l'action  de  l'ACPU. 


Better  pension  arrangements  for  faculty 
members 


Studies  in  fringe  benefits  have  been  of  concern 
to  CAUT  for  the  past  twenty  years,  and  even 
though  the  long-talked  joint  AUCC-CAUT  fringe 
benefits  agency  is  still  non  existent.  CAUT's  com- 
mittee on  Pensions  feels  it  can  justify  its  establish- 
ment in  the  future,  as  we  can  see  from  its  proposal. 

"Although  Canadian  universities  now  employ 
about  30,000  faculty  and  at  least  an  equal  number 
of  non-faculty  there  is  no  continuing  and  systematic 
collection  of  information  about  their  fringe  benefit 
plans.  The  only  work  in  the  past  (in  so  far  as  faculty 
are  concerned)  appears  to  have  been  done,  as 
already  indicated,  on  an  ad-hoc  basis  by  CAUT 
during  the  late  60s.  There  is  no  single  source  to 
which  one  can  turn  to  get  information  about  other 
university's  plans,  their  costs,  their  methods  of 
selecting  carriers,  their  experience  with  different 
plans  and  different  insurers,  etc.  Nor  is  there  a 
single  source  of  information  about  relevant  tax  law 
and  regulations,  provincial  pension  benefit  acts  etc. 
There  is  no  arrangement  by  which  one  institution 
shares  with  its  fellow  universities  the  benefits  of 
their  own  and  their  faculties'  experiences  in 
negotiating  fringe  benefit  plans. 

The  amount  of  money  being  put  into  various 
pension  plans  by  universities  andtheir  employees  is 
enormous  even  when  one  excludes  contributions  to 
the  various  government  plans  which  are  com- 
pulsory. Average  faculty  salaries  in  Canadian  uni- 
versities already  exceed  $15,000  and  if.  we  assume 
that  fringe  benefit  contributions  for  non- 
government plans  —  by  both  the  institution  and  the 
faculty  member  —  are  roughly  10%  then  we  have 
total  contributions  of  close  to  $50  million.  And  this 
makes  no  provision  for  contributions  by  and  on 
behalf  of  non-faculty  employees.  A  modest  expen- 
diture on  a  joint  agency  to  help  ensure  that  the  in- 


stitutions and  their  employees  get  the  best  value  for 
their  money  would  seem  to  be  warranted.  We  in- 
clude in  "fringe  benefits"  pensions,  disability  in- 
surance, life  insurance,  medical  and  hospital  in- 
surance, dental  and  drug  plans,  and  such  matters  as 
free  or  reduced  tuition  for  faculty  children  or  other 
university  employees.  (We  regard  sabbatical  leave 
as  an  academic  matter  and  not  a  "fringe  benefit" 
but  nevertheless  the  proposed  agency  may  be  an  ap- 
propriate vehicle  to  use  to  collect  information  on 
sabbatical  leave.)  The  joint  agency  is  not  only  ap- 
propriate because  a  single  source  of  professional 
competence  seems  desirable  to  provide  advice  on 
such  matters  as  fringe  benefits  but  it  should  also  en- 
sure that  the  information  collected  and  distributed 
will  be  accepted  by  administrations,  faculties  and 
other  employees  as  valid  and  that  all  parties  will  get 
the  material  in  the  same  form  and  at  the  same  time. 
In  this  respect  it  should  serve  much  the  same  func- 
tion as  Statistics  Canada  does  in  respect  to 
salaries." 

The  CAUT  Board  has  adopted  the  proposal 
provided  the  establishment  of  a  joint  CAUT- 
AUCC  consultative  service  is  funded  by  outside 
money.  At  this  moment,  the  Executive  is  in  the 
process  of  discussions  with  AUCC. 

Meanwhile,  CAUT  will  continue  its  work  in  the 
area.  This  year,  priority ,  will  be  given  to  en- 
couraging local  associations  to  review  the  adequacy 
of  their  pension  arrangements.  In  order  to  do  so, 
each  local  association  will  be  asked  to  nominate  a 
corresponding  member  to  CAUT's  Committee  on 
Pensions.  This  corresponding  member  will  be  the 
one  responsible  for  pensions  at  the  local  level.  It 
appears  that,  in  many  universities,  there  exists  a 
joint  committee  on  pensions,  with  faculty  members 
and  administrators  sitting  on  it.  CAUT  wants  to  be 


sure  that  all  local  associations,  in  some  way  or 
other,  participate  in  the  pension  deliberations  at 
their  university.  To  do  his  "watch-dog"  job,  the 
corresponding  member  will  be  kept  informed  on 
various  aspects  of  pension  —  vesting,  portability, 
performance  of  funds,  indexing,  and  the  adequacy 
of  pensions  for  those  newly  retired: 

At  one  point  in  his  career,  an  individual  may  be 
faced  with  the  striking  problem  of  vesting  or  por- 
tability, but  other  aspects  such  as  indexing  and  the 
performance  of  funds  may  remain  unnoticed.  Just 
for  the  sake  of  awareness,  it  should  be  mentioned 
that,  according  to  a  recent  study,  it  would  appear 
that  university  pension  funds  do  not  perform  as 
well  as  other  trusteed  pension  funds  "for  the  four- 
year  period  1969-72  when  the  average  rate  of  return 
was  8.26  per  cent  for  all  funds  versus  6.31  per  cent 
for  universities."  For  1972-73,  it  appears  that,  for 
twenty  Canadian  university  segregated  pension 
funds,  the  internal  rates  of  return  ranged  from  1.5 
per  cent  to  minus  6.9  per  cent.  This  is  just  one  of  the 
many  unpleasant  little  stories  that  may  happen  in 
the  pension  area.  For  more  of  these  "horrors",  one 
can  read  You  and  Your  pension  Ralph  Nader  and 
Kate  Blackwell  (Consumer  Reports  ed.). 

It  is  difficult  to  get  non-retired  persons  in- 
terested in  the  area  of  retirement.  One  way  of  doing 
this  may  be  to  give  a  voice  to  those  who  live  this 
fact — the  retired.  CAUT  is  creating  a  committee  of 
retired  faculty  members  and  it  will  be  seeking  funds 
from  the  New  Horizon  Program  of  the  Federal 
Government.  Its  prime  task  will  be  to  establish  a 
register  of  all  retired  professors,  their  names, 
addresses  and  areas  of  academic  specialty.  Then, 
through  a  questionnaire,  these  retired  people  could 
tell  us  their  problems,  to  which  CAUT  should 
usefully  address  itself. 


Page  6  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


Tenure. .  .from  page  5 

and  scholarship  of  a  mature  faculty  were  to  be 
subject  to  periodic  score-keeping,  on  pain  of 
dismissal  if  they  did  not  score  well.  Then  what 
should  be  a  venture  in  creative  discovery  would 
for  almost  everyone  degenerate  into  a  safesided 
devotion  to  riskless  footnote  gathering. 
Authentication  would  replace  discovery  as  the 
goal.  The  results  might  not  startle  the  world, 
but  they  would  be  impressive  in  quantitative 
terms  and  invulnerable  to  devastating  attack. 

In  short,  it  is  society  which  benefits  in  the  final 
analysis  from  the  scholar's  freedom  to  devote  a 
lifetime,  if  necessary,  to  basic  research  and  the  pur- 
suit of  truth. 

If,  then,  tenure  is  to  be  an  inviolable  principle, 
what  about  the  practice  of  some  institutions,  faced 
with  what  they  claim  is  financial  stringency,  to 
decree  a  hiring  freeze  on  all  tenure-stream  ap- 
pointments and  to  impose  tenure  quotas?  As  I  see 
it,  such  short-run  expedients  are  to  be  avoided  until 
other,  less  deleterious  measures  have  been  tried. 
These  include: 

1.  a  freeze  on  the  proliferation  of  nonteaching 
administrators; 

2.  a  freeze  on  salary  increases  for  personnel 
(mostly  administrators)  in  the  $25,000-plus 
bracket; 

3.  a  reduction  in  the  mandatory  retirement  age 
(which  at  some  institutions  is  still  seventy)  to 
sixty-five  or  even  sixty-two; 

4.  an  option  for  faculty  members  to  accept 
half-time  or  one-third-time  appointments 
(i.e.,  partial  retirement)  with  a  proportionate 
reduction  in  pay; 

5.  incentives  to  encourage  voluntary  retirement 
after  thirty  years  of  service  or  after  age  sixty. 


Further,  before  embracing  any  hiring  freezes  or 
tenure  quotas,  let  us  make  certain  that  the  in- 
stitution's financial  difficulties  are  genuine.  Before 
closing  the  gate  to  some  bright  young  scholar,  or 
barring  the  promotion  of  a  deserving  nontenured 
professor,  we  should  have  a  look  at  the  institution's 
books.  We  should  know  the  facts  before  submitting 
to  the  knife.  And,  if  surgery  is  indeed  imperative,  let 
us  make  sure  that  the  decisions  of  where  to  cut  and 
by  how  much  are  made  after  full  consultation  with 
the  faculty,  rather  than  by  unilateral  administrative 
fiat.  Let  us  be  certain  that  the  administration  which 
pleads  poverty  to  justify  cutbacks  does  not  at  the 
same  time  continue  to  expend  scarce  funds  on  ar- 
tificial turf  in  the  football  stadium,  or  construct 
palaces  for  its  top  administrators,  or  pursue  ac- 
customed plans  for  bureaucratic  empire  building. 

Two  more  caveats  with  respect  to  the  tenure 
battle.  I  trust  you  will  not  be  trapped  by  such 
slogans  as  financial  stringency  into  surrendering 
basic  rights  and  fundamental  principles.  Remember 
that  an  administration  which  pleads  distress 
may — through  lack  of  foresight,  imagination,  and 
creativity — have  brought  on  the  emergency  in  the 
first  place.  Remember  that  financial  distress  may 
simply  reflect  its  past  failures  of  planning  and  its 
general  incompetence.  Ask  yourselves  whether  such 
an  administration  should  be  entrusted  with  discre- 
tion to  exercise  additional  flexibility  or  to  tamper 
with  the  tenure  system  toward  the  end  of  insuring 
the  institution's  well-being. 

Finally,  I  trust  you  will  not  be  trapped  by 
pressures  of  retrenchment  into  fratricidal^ 
strife — young  against  old,  male  against  female, 
minorities  against  whites,  nontenured  against 
tenured.  Remember  that  the  deadly  game  of  divide- 
and-rule  is  a  venerable  establishment  device  to 
maintain  and  retain  power.  It  is  a  game  devoid  of 
both  private  and  social  advantage. 


Quebec  approves  merger 

Loyola  + 
Sir  George  = 
Concordia 

The  Quebec  government  has  finally  approved 
the  merger  of  Sir  George  Williams  University  and 
Loyola  College.  The  new  institution,  Concordia 
University  will  have  about  25,000  full  and  part-time 
students,  equalling  roughly  in  size  to  McGill 
University. 

Officials  at  both  universities  waited  for  the 
verdict  for  a  year,  while  legal  arguments  over  the 
move  were  discussed  in  Quebec. 

More  on  Concordia  in  the  next  issue  of  the 
CAUT  Bulletin... 


Canadian  Association  of  University  Teachers 
Association  canadienne  des  professeurs  d'université 

EXECUTIVE/  COMITÉ  EXÉCUTIF 
Richard  Spencer  (U.B.C.):  Président/Président 
David  Braybrooke  (Dalhousie):  Vice-President/ Vice-Président 
Evelyn  Moore  (Calgary):  Past  President/ Présidente  sortante 
Calvin  C.  Potter  (Sir  George  Williams):  Treasurer/Trésorier 
Michiel  Horn  (York):  Member-at-large/ Autre  membre 
Jean-Paul  Audet  (Montréal):  Member-at-large/ Autre  membre 
Robert  Chambers  (Trent):  Member-at-large/ Autre  membre 

CENTRAL  OFFICE/SECRÉTARIAT 

Donald  C.  Savage:  Executive  Secretary/Secrétaire  général 

Victor  W.  Sim:  Associate  Executive  Secretary/Secrétaire  adjoint  général 

Georges  Frappier:  Assistant  Executive  Secretary/ Assistant  secrétaire  généra! 

Marie-Claire  Pommez:  Professional  Officer/ Dirigeante  professionnelle  • 

Israel  Cinman  :  Professional  Officer/ Dirigeant  professionnel 

CALT/ACPL  BULLETIN 

Copyright    The  Canadian  Association  of  University  Teachers. 
Editor/  Rédacteur:  Israel  Cinman 

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G 
A 
V 


Aftermath  to  the  Banfield  episode 

Caput  suspends  Schabas,  Leah 


Two  University  of  Toronto 
graduate  students,  charged  with  dis- 
rupting a  visiting  lecture  were 
recently  suspended  after  Caput,  the 
university  disciplinary  body  es- 
tablished according  to  the  laws  of 
Ontario,  found  both  guilty  of  the 
charges  arising  cut  of  the  March  13 
incident  when  Professor  Edward 
Banfield  was  prevented  from 
delivering  his  address  at  a  meeting 
organized  by  the  American  Studies 
Committee. 

Anthony  Leah,  an  MA  student  in 
Sociology  was  found  guilty  on  three 
counts  and  suspended  for  three  years. 
William  Schabas,  a  Ph.  D.  student  in 
history  was  found  guilty  on  four 
charges  and  was  suspended  for  four 
years. 

According  to  the  Caput  statement, 
Schabas  was  suspended  for  four  years 
because  "the  threats  and  in- 
timidation... found  to  have  been 
employed  by  you  (Schabas)  was  more 
aggravated  misconduct"  than  that  of 
Leah. 

A  statement  released  by  the  Presi- 
dent of  the  University,  Dr.  John 
Evans,  said  the  basis  for  Caput's 
judgment  was  of  far  reaching 
significance  to  the  university  com- 
munity, "since  it  deals  with  the 
critical  issue  of  freedom  of  speech  as 


a  fundamental  right  in  Canada." 

According  tc  the  provisions  of  the 
University  of  Toronto  Act,  the  state- 
ment said,  the  sanctions  are  im- 
plemented without  the  requirement 
for  further  review  or  appeal. 
However,  there  is  the  right  for  the 
defendants  tc  appeal  to  the  Gover- 
ning Council  oh  the  nature  of  the 
penalty. 

Leah  and  Schabas  had  argued  that 
the  Students  for  a  Democratic  Socie- 
ty had  the  right  to  prevent  speakers 
they  judged  racist  from  speaking  at 
the  university. 

Following  the  announcement  of 
the  verdict,  Leah  called  a  press  con- 
ference where  be  charged  Caput  with 
"ignoring  most  of  the  issues  in  the 
case"  and  passing  a  "sentence  which 
I  think  a  lot  of  people  will  find  very 
harsh."  He  went  on  to  say  that  he 
considered  Caput  had  acted  out  of 
vindictiveness  and  had  acted  beyond 
its  powers.  He  said  that  he  will  appeal 
the  decision. 

The  parents  of  William  Schabas. 
both  members  of  the  University  of 
Toronto  faculty,  said  in  a  statement 
that  they  found  the  sentences  im- 
posed by  Caput  "extraordinarily 
harsh."  "Two  academic  careers  have 
been  effectively  destroyed." 


CAUT  Bulletin  ACPU  September  Septembre  1974  —  page  7 


OTTERS 


Prior  review  procedures  in  research 


Sir: 

Periodically  the  question  arises  as 
to  whether  there  should  be  formal 
procedures  for  the  review  of  research 
involving  human  subjects  prior  to  the 
conduct  of  the  research.  The 
presumption  is  that  if  a  faculty 
member  or  student  about  to  engage 
in  a  research  project  is  subject  to  such 
prior  review,  then  research  will  be 
conducted  with  greater  respon- 
sibility. 

I  personally  object  to  prior  review 
procedures  on  the  grounds  that,  on 
balance,  the  danger  to  academic 
freedom  which  such  procedures  can 
introduce  is  greater  than  the  danger 
to  the  rights  of  subjects  in  a  Universi- 
ty setting. 

In  addition  to  the  intrinsic  value, 
and  the  value  to  society,  of  academic 
freedom,  there  is  a  question  of  the 
effect  of  such  prior  review  procedures 
on  the  accountability  of  the  Univer- 
sity. Can  these  prior  review 
procedures  themselves  contribute  to 
an  increase  in  the  accountability  and 
legal  liability  of  the  University? 

Certainly,  in  those  cases  in  which 
the  University,  as  a  formal  agent,  has 
contracted  to  do  a  piece  of  research, 


receiving  monies,  and  using  those 
monies  in  the  support  of  the  research, 
it  has,  as  a  corporate  body,  assumed 
certain  responsibilities;  and  it  is  in 
order  that  there  be  some  prior  formal 
procedures  to  guarantee  that  the 
research  is  conducted  properly  in  ac- 
cordance with  specified  guidelines, 
etc. 

However,  it  seems  to  me  that,  in 
other  cases,  the  very  adoption  of  such 
prior  review  procedures  itself  adds  to 
the  University's  accountabililty 
needlessly.  There  is  an  ordinary 
expectation  that  faculty  members  and 
students  do  research  in  ways  that 
seem  right  to  them;  and  there  is 
usually  no  expectation  that  the 
University  is  accountable  for  the  ac- 
tivity of  all  people  who  are  associated 
with  it.  If,  however,  a  University 
adopts  prior  review  procedures  it 
could  be  interpreted  as  an  assertion 
on  the  part  of  the  University  that  it 
holds  itself  accountable  and  is 
prepared  to  assume  responsibility  for 
every  research  activity  engaged  in  by 
its  members.  This  is  a  burden  that  no 
modern  University  can  reasonably 
accept. 

The  question  of  the  degree  to 


IHTRES 


which  a  University  might  be  adding 
also  to  its  legal  liability  by  prior 
review  of  research  is  beyond  my  com- 
petence. Yet,  it  would  appear  that  a 
University  should  explore  the  con- 
sequences for  its  legal  liability  before 
it  permits  any  prior  review 
procedures. 

David  Bakan 

York  University 


In  Canada... 

Professor  Warwick  is  wrong  when 
he  states  "The  Theology  of 
Citizenship",  Bulletin,  June  1974) 
that  David  Easton  is  one  of  a  group 
of  eminent  Canadians  "now  working 
in  the  United  States".  David  Easton 
works  in  Canada — at  Queen's 
University. 

J.  W.  Grove 

Head,    Department   of  Political 

Studies 
Queen's  University 


Letters  of  Obscene  Men  XVI 

A  Letter  of  Dismissal 


Prof.  Hardouin  de  Graetz  to  Dr.  Crotus  Hrubeânus 


This  letter 

is  to  give  you  official  notice 
of  termination  of  contract  as  of  one  year  from  today, 
as  required  by  the  college  code 

and  the  national  association. 
The  personnel  committee  having  met 

etcetera  etcetera, 

voted  this  decision  without  dissent. 
The  general  feeling  is  that 

your  strong  points 
(and  we  recognize  that  you  have  some  very  strong  points) 
are,  however,  just  those  we  wish  to  avoid, 

and 

your  weak  points,  frankly,  are  those 

we  could  wish  you  stronger  in. 

Certainly  the  amount  and  scope  of  your  publications 
give  adequate  promise  of  development  in  future, 

although 

many  of  your  colleagues  feel  it  rather  inappropriate 
to  present  creative  work  for  consideration  by  a 
department  concerned  primarily  with  the 

teaching  of  literature. 

Your  interests  are  wide  but,  it  is  felt,  wanton. 
The  quality  of  your  mind  is  not  in  dispute; 

however, 

all  this  has  so  far  worked  merely  to  create 
friction  within  the  department, 

even  aside  from 
the  problems  arising  from  the  problems  arising  from  teaching. 

The  need  to  accommodate  senior  staff 

has  unfortunately  prevented  us 
from  taking  full  advantage  of  your  specialized  teaching, 
and  your  talents  do  not  run-  in  the  north-south  direction 
of  elementary  exposition, 

as  you  yourself  have  so  often  enjoined  us. 
You  have  once  or  twice  been  warned  in  writing  of 
student  complaints  concerning  what  I  have  chosen  to  call 
your  excessive  seriousness  about 

what  we  call  "English," 


And  yet  while  the  proportion  of  those  among  our  enrollment 
majoring  in  English 

drops  every  year, 
the  proportion  of  F's  on  your  final  grade  sheets 
continue, 

as  I  have  verified  propriu  oculo, 

the  same. 

You  must  consider  that  in  this  modern  world  of  today 
it  is  for  the  modern  leopard  himself 
to  change  his  spots, 

or  be  lost. 

These  teaching  problems  were  of  course  the  decisive  factor. 
Although  some  mention  was  made, 

I  believe,  of 

personal  conflicts  with  certain  of  your  colleagues, 
your  relationship  with  the  director  of  freshman  English 
-s  ex-wife  did  not  come  up, 

nor  did  any  such  considerations  enter  into  the  final  decision. 
Let  me  heartily  assure  you,  therefore,  that  the  committee 
has  been  guided  solely  by  its  desire  to  contribute  to 
our  university's  continuing  and 

uncompromising 

pursuit  of  the  third-rate. 

Regrettably, 

H.  de  G. 


G.  N.  Gabbard 

University  of  Nevada,  Reno 


reprinted  with  permission,  AAUP  Bulletin,  Vol.  60,  No.  I,  Spring  1974. 


Page  8  —  CAUT  Bulletin  ACPU  September/Septembre  1974 


ETV,  Copyright  and  Collective  Bargaining 


Provincial  governments  are  slowly  inching  their  way  into 
the  vacuum  left  by  the  CBC's  withdrawal  from  direct 
involvement  in  Educational  Television.  Professor  John  H. 
House,  Chairman,  of  the  CAUT  Copyright  Committee, 
looks  at  the  recent  CAUT  role  in  the  area. 


After  twenty  years  of  discussion, 
experimentation  and  sporadic 
activities,  we  are  now  witnessing  a 
concerted  effort  to  fulfill  the  promise 
held  for  the  use  of  non-print 
materials  in  education,  both  through 
increased  direct  intervention  of 
provincial  governments  in  the 
development  of  ETV  corporations, 
and  in  the  creation  of  active  media 
production  centres  within 
universities.  As  we  have  seen,  these 
seemingly  disparate  thrusts  are  not 
unrelated,  with  agreements  being 
made  between  universities  and 
provincial  corporations  for  the 
production  and  use  of  materials. 

This  development  raises  serious 
questions  for  faculties  about 
standards  of  teaching  and 
scholarship,  and  for  the  individual 


teacher  about  his  own  professional 
role  and  economic  well-being.  The 
best  practical  means  of  safeguarding 
both  academic  interests  and  the 
interests  of  the  individual  teacher  is 
through  the  use  of  copyright  law  and 
contractual  agreements  based  on  the 
principles  of  copyright.  To  this  end, 
the  CAUT  has  been  active  on  three 
fronts. 

The  first  is  through  intervention 
with  the  federal  government, 
principally  the  Ministry  of 
Corporate  and  Consumer  Affairs, 
making  direct  representation  in 
relation  to  the  development  of  the 
proposed  new  Copyright  Act.  In  this 
connection  CAUT  has  formed  a 
national  consortium  with  the 
Association  of  Canadian  Television 
and  Radio  Artists  (ACTRA)  which 


UNIVERSITIES  UNDER  C.A.U.T. 
CENSURE 


The  following  university  administrations  have  been  censured 
by  the  Council  of  the  Canadian  Association  of  University 
teachers  : 


Mount  Allison  University  (November  1970) 
Simon  Fraser  University  (May  1971) 

(Under  the  third  stage  of  censure  imposed  on  these  two 
universities,  the  C.A.U.T.  warns  its  members  not  to  accept 
employment  with  the  censured  university.  Page  69,  C.A.U.T. 
Handbook.)  Also  censured  are: 

Université  du  Québec  à  Montréal  (November  1970) 
University  of  Victoria  (May  1971) 
University  of  Ottawa  (May  1972) 


UNIVERSITÉS  FRAPPÉES  DE  CENSURE 
PAR  L'ACPU 


Le  Conseil  de  l'Association  canadienne  des  professeurs 
d'université  à  frappé  de  censure  les  administrations  des  univer- 
sités suivantes: 

Université  Mount  Allison  (novembre  1970)* 
Université  Simon  Fraser  (mal  1971)* 


*  (A  la  troisième  étape  de  la  censure  prononcée  contre  ces 
universités,  l'ACPU  avertit  ses  membres  de  ne  pas  accepter 
d'emplois  auprès  d'elles.  Voir  la  page 
l'ACPU.) 


71  du  Guide  de 


Sont  également  frappées  de  censure  les  universités  suivantes  : 

Université  du  Québec  à  Montréal  (novembre  1970) 
Université  de  Victoria  (mai  1971) 
Université  d'Ottawa  (mai  1972) 


is  a  trade  union  representing  writers 
and  performers.  This  has  turned  out 
to  be  a  most  useful  alliance. 

The  second  is  through  the 
development  of  Guidelines 
Concerning  Copyright  Policies  of 
Universities,  which  were  approved 
by  the  Council  in  June  and  appear  in 
the  Handbook. 

These  guidelines  seek  to  protect 
both  the  legitimate  interests  of  the 
university  and  the  rights  of  faculty 
members  involved  in  the  production 
of  film  or  tape  materials.  The  rights 
of  faculty  members  are  twofold:  the 
right  to  retain  control  over  recorded 
materials  as  to  its  form  and  intended 
use,  and  the  right  to  a  reasonable 
economic  return.  A  sample 
contractual  form  which  translates 
the  guidelines  into  working 
documents  has  also  been  developed 
and  has  been  distributed  to  all 
faculty  associations. 

We  are  very  pleased  to  report  that 
the  University  of  Alberta  has 
recently  adopted  a  copyright  policy 
which  exemplifies  the  CAUT 
Guidelines,  and  that  several  other 
universities  are  considering  similar 
policies.  We  are  not  pleased  to 
report,  however,  that  many 
universities  either  do  not  have  any 
policies  on  copyright,  or  have 
policies  which  are  directly 
antithetical  to  the  CAUT  Guidelines. 
The  rapid  development  of  the 
creation  and  use  of  recorded 
materials  creates  an  immediate  need 
for  such  policies  to  be  adopted. 

As  pointed  out  during  the  CAUT 
Council  meeting,  this  past  year  has 
seen  a  significant  advance  in  what 
will  undoubtedly  become  the  most 
important  way  to  bring  pressures  on 
universities  to  adopt  reasonable 
policies  to  prevent  and  settle 
disputes,  the  process  of  collective 
bargaining.  All  associations  engaged 
in  collective  bargaining  are  urged 
then,  to  make  this  contract  on 
copyright  a  part  of  their  collective 
bargaining  agreement. 

The  third  front  is  in  relation  to  the 
development  of  provincial 
government  ETV  corporation  in  the 
Western  and  Central  provinces,  and 
joint  ministerial  discussions  along 
these  lines  in  the  Maritimes,  which 
has  necessitated  the  creation  of  new 
forms  of  organizational  structures. 


The  original  thrust  was  in  Ontario 
with  the  establishment  of  the  Ontario 
Educational  Communications 
Authority.  OCUFA  pioneered  in  the 
development  of  new  structures  by 
forming  the  Association  of  Artists 
and  Educators,  a  consortium  of 
OCUFA,  ACTRA,  and  the  Ontario 
Teachers'  Federation;  three 
organizations  whose  interests, 
though  not  identical,  were 
nevertheless  parallel.  This 
consortium  after  two  years  of 
difficult  negotiation,  signed 
agreements  for  writers  and 
performers  with  OECA  covering  all 
of  their  members. 

Saskatchewan  and  Alberta  have 
recently  established  ETV 
corporations,  and  a  similar  action  is 
being  considered  in  British 
Columbia.  In  Saskatchewan,  a 
consortium  of  CAUT,  the  two 
faculty  associations,  ACTRA  and 
the  Saskatchewan  Teachers' 
Federation  has  been  formed  to 
negotiate  agreements  through 
collective  bargaining  with  the 
corporation.  In  Alberta,  a 
consortium  ifr  being  formed  to  begin 
negotiations  with  the  corporation 
this  fall,  composed  of  the  CAUT, 
CAFA,  ACTRA,  and  the 
Association  of  Alberta  College 
Faculties.  It  is  hoped  the  Alberta 
Teachers'  Association  will  soon  be  a 
member  of  this  consortium. 
Preliminary  discussions  have  been 
held  in  both  British  Columbia  and 
the  Maritimes  with  the  view  of 
forming  consortia  if  those 
governments  are  to  form 
corporations. 

Through  these  means,  the  CAUT 
is  attempting  to  meet  the  serious 
questions  raised  by  the  increased  use 
of  recorded  materials  in  education. 
With  provincial  ETV  corporations, 
both  academic  interests  and  the 
interests  of  teachers  can  be 
safeguarded  through  contractual 
agreements  based  on  the  principles 
of  copyright  secured  through 
collective  bargaining. 

With  individual  universities,  both 
sets  of  interests  can  be  safeguarded 
by  the  adoption  and  use  of  copyright 
policies  based  on  the  CAUT 
Guidelines.  Those  associations 
engaged  in  collective  bargaining  have 
a  means  of  securing  such  policies  by 
making  them  a  part  of  collective 
bargaining  agreements. 


Number  of  settlements  increased; 
12.6  per  cent  more  in  wage  accords 


Wage  settlements  reached  by 
collective  bargaining  in  the  second 
quarter  of  1974  included  average  pay 
increases  of  12.6  per  cent,  the  federal 
Labor  Department  reported  recently. 


It  said  the  figures  are  based  on 
analysis  of  collective  agreements 
covering  500  or  more  industries 
outside  the  construction  business. 
Ninety-six  collective  agreements 
were  reached  between  April  and 
June  30,  the  department  said. 


CAUT  Bulletin  ACPU  September/ Septembre  1974  —  page  9 


SPECIAL  REPORT 


Faculty 
Collective 
Bargaining 


in 


Canadian 
Universities 


by  Donald  C.  Savage 

Three  faculty  associations  affiliated  with  the 
CAUT  are  now  certified  bargaining  agents  under 
their  provincial  labour  legislation.  These  are  the 
University  of  Manitoba,  St.  Mary's  University, 
and  Notre  Dame  of  Nelson.  The  faculty 
association  at  the  University  of  British  Columbia 
has  voted  to  certify  and  will  be  approaching  the 
British  Columbia  Labour  Relations  Board  shortly. 
At  St.  Thomas  University  in  Fredericton  the 
association  requested  voluntary  recognition.  When 
their  request  was  not  answered  by  the  president, 
they  were  authorized  to  proceed  to  certification 
which  will  likely  take  place  this  month.  At  all 
these  universities  the  faculty  favouring  certification 
considered  that  they  lacked  real  power.  The 
manifestation  of  this  differed  from  place  to  place. 

The  smaller  universities 

At  Nelson,  St.  Mary's  and  St.  Thomas  there 
were  traditions  of  presidential  authoritarianism 
originally  based  on  clerical  paternalism.  The 
secularization  of  St.  Mary's  and  of  Nelson  made 
little  difference.  This  favourite  liberal  nostrum 
usually  results  in  a  lay  president  who  is  more 
Catholic  than  the  Pope,  less  learned  and  less 
humane  that  the  priests,  and  alas,  more  credible 
than  the  clerical  authorities.  In  all  three  cases 
faculty  considered  that  the  university  was  run 
capriciously  by  the  president  without  any  real 
constitutional  structures.  At  Nelson  the  president 
and  the  board,  for  instance,  announced  the 
abolition  of  tenure.  This  was  their  style  on  most 
matters.  At  St.  Thomas  there  were  repeated 
individual  grievances  appealed  to  CAUT,  since 
there  was  no  effective  internal  structure  to  deal 
with  them.  At  St.  Mary's  the  present  president 
made  a  public  speech  attacking  faculty  members  in 
general  even  before  he  took  office.  Since  then  there 
has  been  an  endless  series  of  individual  and 
collective  grievances  appealed  to  the  CAUT.  On  all 
three^  campuses  it  was  clear  that  traditional 
university  structures  for  settling  problems  either 
could  not  be  established  or  could  not  be  made  to 
work.  In  the  particular  case  of  St.  Mary's,  CAUT 
formally  proposed  a  structure  of  negotiation  and 
grievance  resolution  outside  the  Trade  Union  Act. 
This  was  turned  down  without  much  negotiation  by 


the  president  and  by  the  board.  It  is  not  surprising 
that  the  main  thrust  of  collective  bargaining, 
although  not  the  exclusive  one,  at  such  institutions 
has  been  to  establish  constitutional  rule  and  fair 
procedures. 

All  too  frequently,  the  university  regulations 
give  no  real  rights  to  the  untenured  but  rather  a 
veneer  of  credibility  to  administrative  acts.  An 
untenured  professor  who  is  unjustly  denied  tenure 
may  well  find  that  he  can  only  get  redress  by 
making  a  public  fuss,  thus  driving  the  university  to 
dicker  with  the  CAUT  and  ultimately  agree  to  an 
ad  hoc  settlement — often  by  arbitration.  This  is  an 
absurd  and  degrading  way  to  handle  contracts  of 
professionals.  As  a  consequence,  faculty  are  certain 
to  insist  on  a  grievance  procedure  that  allows  for  a 
fair  hearing  and  a  final  resolution  by  arbitration  of 
disputes  relating  to  renewal,  the  granting  of  tenure 
and  dismissal.  Collective  bargaining  directed 
towards  these  ends  is  merely  a  continuation  of  the 
long  standing  CAUT  demand  that  faculty  contracts 
be  judged  on  their  academic  merits  and  by 
constitutional  and  fair  procedures  —  not  by  caprice 
or  prejudice  nor  by  endless  dickering  between  the 
faculty  association,  the  CAUT  and  the  president  of 
the  university. 

-Many  critics  of  collective  bargaining  consider 
that  it  will  merely  exacerbate  conditions  on  such 
campuses.  This  has  not  been  the  case  at  St.  Mary's. 
For  the  first  time  the  elected  leaders  of  the  faculty 
along  with  the  Executive  Secretary  of  CAUT  sat 
down  on  a  continuous  basis  with  the  president  and 
other  members  of  the  administration  and 
negotiated  on  a  vast  range  of  topics.  Agreement 
was  reached  on  many  important  items  that  had 
been  unresolved  for  years.  It  is  true  that  the  union 
eventually  decided  to  go  to  conciliation  to  try  to 
settle  the  outstanding  matters  but  nevertheless  the 
experience  to  date  has  been  therapeutic  for  all 
concerned.  There  can  be  no  doubt,  however,  that  a 
failure  to  reach  agreement  in  the  conciliation 
process  will  restore  St.  Mary's  to  customary  ill 
temper.  The  experience  of  St.  Mary's  and  Nelson 
also  suggests  that  administrators  and  board 
members  have  much  to  learn  about  negotiating 
with  bargaining  agents  and  about  the  rights  and 


practices  of  Canadian  unions.  The  habits  of  a 
lifetime  die  hard. 

Manitoba  and  U.B.C. 

Many  faculty  in  larger  institutions  consider 
events  in  places  such  as  St.  Mary's  or  St.  Thomas 
as  an  aberration  that  is  outside  their  ken.  However, 
the  situation  at  Manitoba  and  U.B.C.  was  different 
only  in  style,  not  in  substance.  At  Manitoba  the 
faculty  perceived  a  rapid  growth  of  academic 
bureaucracy  with  the  arrival  of  a  new  president.  It 
seemed  to  them  that  the  new  bureaucrats  wished  to 
run  a  managerial  system  not  unlike  that  of  General 
Motors.  Manitoba  had  more  of  a  constitutional 
structure  than  the  smaller  universities  already 
mentioned.  In  fact  as  late  as  1970  some  members  of 
the  faculty  association  considered  that  the 
association  might  just  as  well  be  wound  up  since 
the  faculty  had  secured  representation  on  the 
senate  and  the  board  of  governors.  However,  it 
turned  out  that  such  representation  was  only 
marginally  useful  since  the  senate  was  too  large  to 
be  effective  and  was  dominated  by  a  bloc  of  ex- 
officio  members  somewhat  on  the  model  of  British 
colonial  legislatures.  Such  bodies  were  unlikely  to 
take  positions  differing  from  that  of  the 
administration.  These  shortcomings  were 
recognized  by  the  Oliver  Commission  but  they  still 
exist.  The  consequence  of  faculty  frustration  in 
regard  to  this  structure  was  the  decision  to  proceed 
to  certification.  Such  administrative  initiatives  as 
the  unsuccessful  attempt  to  secure  tenure  quotas 
merely  confirmed  the  view  of  the  majority. 

At  U.B.C.  no  one  considered  the  president  to 
be  either  an  autocrat  or  a  manager  in  the  pejorative 
sense  of  that  word.  It  would  indeed  be  hard  to 
picture  the  president  of  U.B.C.  as  an  ogre. 
However,  for  many  years  the  university  has  been 
governed,  not  by  a  dictator,  but  by  an  academic 
gentry  composed  of  the  president,  the  deans,  a  few 
other  officials  and  board  members,  and  some 
senior  professors.  It  was  a  paternalism  as  pure  as 
that  of  any  Catholic  institution  but  more  lightly 
applied.  For  many  years  it  was  accepted  by  the 
majority  as  a  reasonable  way  to  order  things  on  the 
campus.  It  was  humane  by  its  own  lights  but 
gradually  grew  out  of  touch.  There  were  no 


Collective  Bargaining  : 
the  state 


of  the  nation 


Page  10  —  CAUT  Bulletin  ACPU  September/Septembrc  1974 


effective  procedures  governing  the  handling  of 
contracts,  and  there  still  are  not.  Anyone  who 
protested  their  non-renewal  or  denial  of  tenure 
could  find  themselves  in  a  remarkable  Catch  22 
situation.  In  one  case  the  professor  demanded 
reasons.  The  reason  given  was  the  majority  of 
those  entitled  to  vote  concerning  his  contract  had 
voted  against  him.  There  was  no  appeal 
mechanism,  but  under  pressure,  an  ad  hoc  one  was 
created.  This  body  came  to  the  same  conclusion 
and  offered  the  same  reason.  When  finally  the 
university  disgorged  more  information  (after  the 
faculty  member  had  departed),  the  majority 
referred  to  turned  out  to  be  a  minority. 

More  and  more  faculty  members  at  U.B.C.  and 
elsewhere  are  fighting  non-renewals  or  denials  of 
tenure.  Five  years  aga  a  professor  could  wish 
perdition  on  his  colleagues  and  go  somewhere  else. 
Now,  because  of  the  job  market,  he  cannot  do  that. 
So  he  stays  and  fights.  Furthermore  the  lack  of 
procedures  have  become  apparent  not  only  in 
regard  to  renewals  and  tenure  but  also  with  the 
distribution  of  merit  pay.  Many  people  wonder 
whether  merit  is  defined  as  excellence  or  deference. 

But  U.B.C.  indicates  that  the  issue  is  not  solely 
one  of  the  handling  of  academic  contracts.  The 
faculty  at  U.B.C.  revolted  against  the  refusal  of  the 
administration  or  the  board  to  conduct  serious 
negotiations  on  salaries  and  fringe  benefits.  For 
many  years  the  faculty  association  had  submitted  a 
salary  brief  in  the  form  of  a  petition  to  the  board 
which  may  or  may  not  have  had  some  impact  on 
that  body.  This  last  year  the  association  engaged  in 
a  very  elaborate  analysis  of  salary  and  made  some 
recommendations  to  alter  the  salary  structure  as 
well  as  traditional  wage  demands.  No  negotiations 
took  place  with  the  board.  In  practical  terms  the 
association  might  just  as  well  have  not  bothered  to 
write  a  brief  since  *he  board  merely  announced  its 
own  policy  which  bore  no  relation  to  that  of  the 
faculty  association.  Two  matters  were  at  issue.  One 


at  some  institutions  the  main  thrust  of 
collective  bargaining  has  been  to 
establish  constitutional  rule  and  fair 
procedures 


was  the  sum  of  money.  But  the  other,  and  more 
important  one,  was  that  faculty  were  fed  up  with 
paternalism  in  regard  to  salary  matters.  Faculty 
members  were  also  aware  that  comparable  groups 
in  society  such  as  the  civil  servants  and  the 
secondary  school  teachers  were  faring  better  in  the 
face  of  inflation  than  university  professors  and  that 
most  of  them  were  unionized  in  one  way  or 
another. 

Some  general  trends  and  problems 

Generally  speaking  the  critics  consider  that 
certification  is  demanded  by  a  few  firebrands  and 
radicals  on  the  campus.  Nothing  could  be  further 
from  the  truth.  In  some  cases  the  membership 
forced  the  policy  on  the  leadership  of  the  faculty 
association.  This  was  clearly  the  case  at  U.B.C. 
where  the  faculty  association  executive  originally 
wished  only  to  study  collective  bargaining  as  an 
option  but  a  heavily-attended  association  meeting 
voted  to  proceed  forthwith.  The  perils  of 
underestimating  the  desires  of  the  membership  can 
be  seen  at  St.  Mary's  where  CUPE  attempted  to 
raid  the  CAUT  affiliate  by  campaigning  on  a 
platform  suggesting  that  they  favoured 
unionization  unequivocally  while  CAUT  was 
hesitant.  The  resultant  battle  was  bitter  and  costly 
although  CAUT  ultimately  won.  Despite  this  and 
despite  the  transformation  of  CUPE's  only 
beachhead,  the  Collège  de  Bathurst,  into  a 
community  college,  it  would  be  rash  to  assume  that 
CUPE  has  done  anything  other  than  lie  low. 

Some  trends  in  the  defining  of  units  can  be  seen. 
As  in  Quebec,  labour  boards  across  the  country  are 


defining  bargaining  units  which  include  chairmen. 
Generally  speaking  deans  and  higher  officials  are 
excluded.  A  good  deal  of  discussion  on  collective 
bargaining  has  focused  on  this  point,  but  it  now 
seems  to  be  a  non-issue.  More  significant  is  the 
question  of  professionals  on  university  staffs.  Some 
have  argued  that  there  is  no  community  of  interest 
between  professional  schools  and  the  rest  of  the 
country.  CAUT  has  always  rejected  this  argument 
whether  or  not  collective  bargaining  was  involved. 
As  noted  below,  the  recent  precedents  in  Quebec 
all  favour  a  single  bargaining  unit  of  faculty  on  the 
grounds  that  they  are  defined  by  the  fact  that  they 
are  all  university  teachers  and  employed  as  such, 
not  to  give  medical,  legal  or  other  professional 
advice  to  the  university.  This  issue  did  not  arise  at 
St.  Mary's  or  at  Nelson.  But  it  did  in  a  rather  acute 
form  at  Manitoba  where  the  Labour  Relations 
Board  ducked  the  issue  of  community  of  interest 
and  interpreted  a  clause  in  the  Manitoba 
legislation  to  mean  that  those  faculty  who  were 
governed  in  relation  to  their  profession  by  a 
Manitoba  or  federal  statute  would  have  the  right  to 
decide  separately  whether  or  not  they  wished  to 
join  the  bargaining  unit.  That  vote  will- be  held  in 
the  latter  part  of  September. 

The  issue  of  the  representation  of  librarians  is 
also  significant.  At  Manitoba  and  Nelson  the 
professional  librarians  are  part  of  the  unit.  At  St. 
Mary's  the  Labour  Relations  Board,  at  the  request 
of  the  university,  excluded  the  librarians  from  the 
unit.  The  librarians  remained  members  of  the 
association  and  of  the  CAUT  who  then 
successfully  petitioned  to  become  their  bargaining 
agent. 

Finally  the  issue  has  arisen  in  Ontario  of  two- 
tier  bargaining.  OCUFA  is  interested  in 
negotiating  with  the  provincial  government  on 
financial  matters.  Certain  faculty  associations  in 

Con't  next  page 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  11 


Le  Syndicalisme  dans  les  Universités  : 
Francophones  vs.  Anglophones 


par  Marie-Claire  Pommez 

Dans  un  récent  exposé  miméographié  le 
professeur  André  C.  Côté1  a  examiné  les  facteurs 
mentionnés  par  B.  Adell  et  D.  Carter  dans  leur 
rapport2  et  montré  comment  ces  facteurs  se  sont 
traduits  au  Québec:  la  diminution  de  l'emploi, 
l'inquiétude  quant  à  la  sécurité  de  l'emploi,  la 
croissante  intervention  de  l'état,  la 
bureaucratisation  de  l'administration  universitaire, 
le  rôle  des  étudiants  dans  la  gestion  universitaire, 
le  développement  du  syndicalisme  dans  des 


STATE  OF  THE  NATION . . .  from  p.  1 1 

Ontario  are  thinking  about  certification  at  the  local 
level.  These  are  not,  of  course,  incompatible  and 
may  well  become  a  pattern  in  other  provinces 
sometime  in  the  future. 

Developments  in  Quebec 

Quebec  pioneered  collective  bargaining  in  the 
university.  The  first  of  real  impact  to  do  so  was  the 
Université  du  Québec  à  Montréal.  Some  of  the 
reasons  were  peculiar,  to  UQAM  and  to  Quebec. 
Others  would  be  repeated  across  the  country. 
UQAM  was  founded  as  a  new  and  innovative 
university  in  September,  1969.  In  some  ways  its 
founders  had  hopes  similar  to  those  who  created 
Simon  Fraser.  The  atmosphere  was  expected  to  be 
open.  Structures  were  not  traditional.  It  was 
possible  to  conceive  of  collective  bargaining 
without  offending  any  eternal  verities  on  the 
campus.  But  UQAM  turned  out  not  to  be  the  New 
Jerusalem,  and  the  faculty  had  to  contend  with  a 
strong  and  authoritarian  administration.  This  in 
t,urn  fueled  the  fires  of  collective  bargaining. 
Furthermore  the  faculty  was  young  and 
nationalist,  and  the  combination  of  trade  unionism 
and  nationalism  was  then  much  in  vogue. 

It  was  not  easy  to  form  a  union  at  UQAM. 
There  were  some  false  starts  before  a  syndicate  was 
finally  established.  It  in  turn  found  great  difficulties 
in  negotiating  its  first  çollective  agreement.  The 
labour  code  required  that  the  two  parties  negotiate 
in  good  faith  but  that  they  complete  their 
negotiations  within  a  specified  time.  The  union 
considered  that  the  administration  was  deliberately 
stalling  in  order  to  allow  the  time  to  run  out.  It 
took  a  brief  strike  in  1970  to  persuade  the 
administration  to  negotiate  and  to  conclude  an 
agreement.  The  union  at  UQAM  has  now 
negotiated  its  second  contract  and  this  too  took  a 
strike  threat  before  final  settlement.  Collective 
agreements  were  also  signed  at  the  other  campuses 
of  the  University  of  Quebec  at  Trois  Rivières, 
Chicoutimi  and  Rimouski  but  by  unions 
independent  of  the  UQAM  campus.  

because  of  the  job  market,  more  and 
more  faculty  members  are  fighting  non- 
renewals or  denials  of  tenure 


During  the  last  academic  year  all  the  other 
francophone  campuses  in  Quebec  have  decided  to 
follow  suit.  Sherbrooke  was  the  first.  Initially 
Sherbrooke  attempted  to  organize  separate  unions 
for  each  faculty,  partly  because  the  engineering 
faculty  had  secured  bargaining  rights  without 
opposition  some  years  ago.  However,  the  courts 
held  that  this  arrangement  was  not  possible  under 
the  new  labour  legislation.  Sherbrooke  then 
abandoned  this  strategy  which  had  evoked  interest 
in  other  parts  of  the  province  as  well.  This  year  the 
Syndicat  des  Professeurs  de  l'Université  de 
Sherbrooke  (SPUS)  was  certified  as  the  bargaining 
agent  of  the  faculty  and  is  currently  negotiating 
its  first  collective,  agreement.  The  faculty  at  Laval 
and  Montreal  have  both  presented  demands  for 
certification  to  the  Commission  of  Enquiry, 
established  by  the  Labour  Board.  This  trend  has 
not,  however,  been  followed  at  the  English- 
speaking  universities  in  Quebec  although  there  has 
been  some  interest  on  the  Loyola  campus. 

Certain  trends  have  appeared  in  these  Quebec 


secteurs  connexes,  l'absence  et  la  nécessité  d'une 
procédure  de  griefs  acceptables  et  d'un  organisme 
pouvant  efficacement  représenter  les  professeurs. 

Au  Québec,  comme  le  signale  le  professeur 
André  Côté,  les  réformes  apportées  au  Code  du 
travail  ont  certainement  joué  en  faveur  de  la 
création  de  syndicats  accrédités,  en  fermant  ou  en 
cessant  de  favoriser  d'autres  avenues  jusque-là 
possibles. 


decisions.  Except  for  historical  anomalies  it  is  clear 
that  the  employers  and  the  Labour  Board  favour  a 
single  bargaining  unit  for  professors  at  a'particular 
university.  Demands  for  separate  representation  by 
faculty  or  faculties  have  been  lost  at  Trois  Rivières, 
Laval  and  Sherbrooke.  There  is  also  a  trend  in  the 
definition  of  the  unit  to  include  chairmen.  At 
UQAM  the  Labour  Board  held  that  vice-deans 
were  also  members  of  the  unit. 

Another  problem  has  been  affiliation.  The 
faculty  at  UQAM  decided  to  affiliate  with  one  of 
the  major  federations  of  labour  in  the  province  — 
the  Confédération  des  Syndicats  Nationaux 
(CSN).  However,  most  of  the  rest  of  the 
universities  opted  for  the  Fédération  des 
associations  de  professeurs  d'université  du  Québec 
(FAPUQ)  which  has  been  allied  with  CAUT  and 
with  whom  negotiations  are  currently  proceeding 
with  the  hope  of  establishing  more  formal  links. 
Both  the  CSN  and  the  teachers'  union  (the  CEQ) 
are  trying  hard  to  raid  FAPUQ,  but  this  winter 
FAPUQ  defeated  both  the  CEQ  and  the  CSN  quite 
handily  in  an  election  at  Sherbrooke.  However,  it  is 
clear  the  FAPUQ  must  deliver  the  goods  in  the 
area. of  collective  bargaining  if  it  is  to  maintain  its 
hold  on  the  major  universities. 

When  FAPUQ  was  first  formed,  it  was  the 
hope  of  the  founders  that  it  might  negotiate  on  a 
province-wide  basis  for  all  faculty  members.  It 
proved  impossible  to  persuade  all  the  local 
associations  to  accept  such  a  policy,  and  FAPUQ 
has,  therefore,  concentrated  on  securing 
certification  at  the  local  level.  However,  it  is  clear 
that  more  and  more  the  Quebec  government  is 
trying  to  centralize  all  decisions  relating  to  the 
universities.  This  is  likely  to  impel  the  local  faculty 
unions  to  consider  two-tier  negotiations,  one  for 
the  "masse  salariale"  with  the  provincial 
government  and  the  other  to  divide  the  revenues 
and  to  settle  local  problems  with  each  individual 
university  administration.  Some,  particularly  at 
McGill,  fear  that  this  will  inevitably  result  in  even 
more  centralization  in  Quebec  City.  There  remain 
other  difficulties  so  long  as  all  the  campuses  of  the 
Université  du  Québec  remain  outside  the  FAPUQ, 
and  the  issue  is  by  no  means  resolved. 

In  conclusion 

Collective  bargaining  is  now  an  established  fact 
in  both  English  and  French  Canada.  It  will  almost 
certainly  grow  but  not  as  fast  as  the  zealots  desire 
or  the  critics  fear.  The  establishment  of  new 
structures  is  a  difficult  process  and  will  take  time.  It 
will  require  adaption  to  the  university  milieu.  It 
will  not  be  desired  by  every  faculty  association. 
The  constitution  of  CAUT,  however,  allows  for 
flexibility;  local  associations  are  free  to  certify 
or  not  as  they  desire.  But  there  can  be  no  doubt 
that  collective  bargaining  is  the  most  significant 
development  on  Canadian  campuses  in  recent 
years  and  will  have  an  impact  far  beyond  the 
campuses  which  actually  become  legal  bargaining 
agents. 


Professor  Savage  is  the  Executive  Secretary  of 
the  CA  UT. 


Ces  facteurs,  ou  l'identification  de  certains 
problèmes  en  face  desquels  le  syndicalisme  a  été 
avancé  comme  une  réponse  ou  comme  une  fin 
inéluctable,  ont  servi  souvent  comme  arguments 
«  pour  »  la  syndicalisation.  Au  Québec  d'autres 
facteurs  peuvent  avoir  spécifiquement  joué  et 
certains,  parmi  ceux  mentionnés,  ont  eu  un  rôle 
positif  que  l'on  n'a  peut-être  pas  tellement  souligné 
il  me  semble  jusqu'ici. 

Changements  dans  la  composition 
du  corps  professoral 

-  La  création  de  nouvelles  structures,  l'ouverture 
ou  la  multiplication  des  programmes,  la  création  de 
nouvelles  universités  ont  certainement  eu  pour  effet 
d'entraîner  une  baisse  de  l'âge  moyen  du  pro- 
fesseur. Mais  il  y  aurait  lieu  peut-être  d'étudier  le 
profil  de  ces  professeurs:  certains  engagés  d'abord 
dans  des  cégeps  ou  des  collèges  ont  ensuite  opté 
pour  un  poste  à  l'Université.  Le  mouvement 
syndical  déjà  bien  implanté  au  niveau  pré- 
universitaire  n'était  pas  pour  eux  une  nouveauté.  Si 
on  considère  la  situation  ailleurs  au  Canada,  ce 
profil  de  carrière  est  sans  doute  moins  répandu.  La 
carrière  classique  du  professeur  d'Université  se 
préparait  traditionnellement  pendant  bien  des 
années  et  depuis  pratiquement  le  collège  ou  tout  au 
moins  durant  les  années  d'inscription  à 
l'Université.  Si  on  considère  la  situation  de  ces 


les  problèmes  posés  par  le  code  du 
travail  ou  la  négociation  au  Québec  ne 
sont  pas  essentiellement  différents.  Le 
contexte  socio-politique  offre  de  plus 
grandes  différences. 


transfuges  et  on  les  compare  aux  universitaires 
classiques,  ne  pas  être  syndiqué  était  la  nouveauté 
ou  l'un  des  éléments  ne  figurant  plus  dans  la 
définition  de  sa  situation  de  professeur.  Pour 
l'universitaire  classique,  telle  situation  allait  de  soi, 
le  syndicalisme  représentant  laTiouveauté  étrangère  à 
son  ambiance  de  travail  et  étrangère  à  sa 
conception  du  professeur.  Il  y  a  donc  un  facteur 
d'exposition  au  syndicalisme  soit  en  tant 
qu'étudiant  soit  en  tant  que  professeur  qui 
n'existait  pas  pour  les  générations  plus  âgées. 

Dans  le  Canada  anglophonè  ce  phénomène 
semble  moins  marqué  qu'au  Québec.  Le  Canada 
anglophone  n'a  pas  connu  les  changements 
institutionnels  et  les  changements  de  programmes 
et  d'orientation  qu'a  connu»  le  Québec  durant  ces 
dernières  années:  quand  il  les  a  connus,  ces 
phénomènes  étaient  moins  marqués  et  je  pense 
qu'on  ne  peut  guère  les  comparer.  Le  mouvement 
et  la  présence  de  ces  «  transfuges  »  qui  entraînent 
avec  eux  une  expérience  du  syndicalisme  semblent 
moins  répandus. 

Relations  d'identité  entre  le  prof,  d'université  et  le 
professeur  du  Secondaire 

Au  Canada  anglophone  les  relations  des 
professeurs  d'Université  avec  ceux  du  pré- 
universitaire  sont  faibles  sinon  «  inexistantes, 
épisodiques.  »  Il  y  a  un  net  clivage  entre 
l'Université  et  les  autres  enseignants.  Les  uns  et  les 
autres  tendent  à  se  voir  comme  des  gens  de 
catégorie  différente,  ayant  des  intérêts  et  des  buts 
en  général  différents  et,  même  quand  ils 
mentionnent  la  possibilité  d'intérêts  communs, 
ceux-ci  ne  sont  peut-être  pas  perçus  de  façon  aussi 
immédiate  et  urgente  qu'au  Québec.  La  relation 
entre  les  deux  groupes  au  Canada  anglophone  est 
une  relation  fonctionnelle.  Au  Québec  elle  revêt 
une  dimension  politique;  elle  est  aussi  plus 
traditionnellement  inscrite  dans  les  structures 
d'enseignements.  Le  clergé  ayant  contrôlé 
l'enseignement  pré-universitaire  aussi  bien 

Suite  à  la  page  suivante 


Page  12  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 

» 


SYNDICALISME ...    de  la  page  12 


qu'universitaire  a  été  pendant  longtemps  l'unique 
employeur:  point  commun  et  point  de  ralliement  et 
de  polarisation  des  forces  dans  l'examen  et  la  mise 
en  question  touchant  les  conditipns  de 
l'enseignant. 

La  situation  même  du  professeur  d'université 
au  Québec  est  une  situation  d'identité  partagée 
avec  les  autres  enseignants  ou  d'autres  groupes; 
c'est  aussi  la  situation  d'une  même  identité 
recherchée  et  voulue.  Ne  serait-ce  qu'au  niveau  des 
problèmes  linguistiques,  enseigner  en  français  au 
Québec,  que  ce  soit  à  la  petite  école  ou  à 
l'Université,  c'est  enseigner  dans  la  langue  d'un 
groupe  culturellement  et  économiquement  dominé. 
Les  luttes  menées  au  niveau  pré-universitaire,  les 
efforts  des  enseignants  au  niveau  et  à  travers  leurs 
organisations  ne  sont  pas  étrangers  aux 
préoccupations  des  universitaires  francophones. 
Ceux-ci  ont  peut-être  été  plus  sensibles  et  mieux 
préparés  à  adopter  des  formes  d'organisation  que 
leurs  collègues  avaient  déjà  expérimentées,  alors 
qu'il  semble  qu'au  Canada  anglophone  la  situation 
et  l'expérience  des  enseignants  pré-universitaires  ne 
revêtent  qu'un  intérêt  relatif  et  seulement  pour  un 
très  petit  nombre.  L'universitaire  anglophone  tend 
au  contraire  à  souligner  et  privilégier  tous  les 
aspects  qui  le  différencient  du  groupe  secondaire,  et 
à  accepter  plus  ou  moins  une  expérience  qui  lui 
semble  être  te  fait  d'un  groupe  différent. 

Au  Canada  anglais  on  peut  supposer  que  le 
clivage  et  la  polarisation  créés  par  les  actions  et 
l'apparition  d'un  employeur  commun — l'état — 
apportera  ce  que  le  Québec  a  connu  durant  ces 
dernières  années:  la  reconnaissance  d'intérêts 
communs,  le  partage  d'une  identité  commune  pas 
seulement  définis  dans  les  termes  étroits  d'un 
statut,  d'une  fonction  particulière  et  favorisera 
l'acceptation  de  formules  ou  d'actions  partagées 
par  d'autres  groupes. 

Solidarité  avec  d'autres  groupes 

C'est  peut-être  dans  l'examen  du  contexte 
politique  et  de  la  situation  du  professeur 
•  d'université  francophone  qu'il  faut  rechercher  les 
éléments  permettant  de  comprendre  les  débats  et 
les  raisons  de  l'affiliation  et  de  la  syndicalisation  au 
Québec. 

C'est  surtout  à  ce  niveau  je  pense  qu'on  peut 
trouver  des  facteurs  déterminants  quant  à  la 
création  du  SPUQ  (UQAM),  du  McGill  Faculty 
Union,  du  SPUM  (première  formule)  et  de  la 
plupart  des  autres  groupes  à  l'origine  au  moins, 
sinon  à  ce  jour  aussi.  Si  du  fait  du  contexte  social  et 
politique  les  professeurs  d'Université  du  Québec 
sont  plus  prêts  que  leurs  homologues  anglophones 
à  s'identifier  et  se  rapprocher  des  enseignants  à 
d'autres  niveaux,  ce  même  contexte  tend  aussi  à 
favoriser  leur  rapprochement  avec  d'autres 
groupes.  A  cela  il  faut  ajouter  le  rôle  traditionnel 
de  l'intelligentsia  universitaire  québécoise  dans  les 
organismes  syndicaux  et  le  syndicalisme  au  Québec 
et  bien  sûr  la  structure  d'accueil  et  d'action  que 
représentent  certains  syndicats  au  Québec.  Pour  les 
Québécois,  la  C.S.N.  est  vue  comme  une  centrale 
québécoise  en  dépit  du  fait  que  la  CSN  soit  un 
syndicat  canadien  qui  compte  des  membres  hors  du 
Québec  et  en  Ontario  notamment.  C'est  aussi  la 
centrale  qui  s'est  le  plus  avancée  et  a  toujours 
constitué  un  symbole  et  une  force  réelle  pour  la 
lutte  des  Québécois  de  langue  française,  non 
seulement  à  l'intérieur  de  négociations  ou  de  visées 
syndicales  traditionnelles,  mais  sur  la  scène 
politique.  L'établissement  de  syndicats  dans  les 
universités  n'a  pas  répondu  uniquement  à  des 
pressions  sur  l'Université,  ou  sur  la  situation  de 
l'universitaire,  mais  a  répondu  aussi  à  une 
intention  et  une  préoccupation  sociale  et  politique, 
à  des  visées  englobant  une  population.  La  nécessité 
et  la  volonté  de  rejoindre  d'autres  groupes  et 
d'entreprendre  par  là  une  action  politique  est  un 
trait  spécifique  du  syndicalisme  universitaire 
québécois  que  l'on  ne  retrouve  pas  ailleurs  à  la  base 
de  ce  mouvement.  Au  Canada  anglais  on  trouve  la 
tendance  à  se  définir  comme  salarié  ou  travailleur 
au  même  titre  que  n'importe  quel  autre 
«  travailleur  »  mais  le  rapprochement  semble  plutôt 
une  agréable  vue  de  l'esprit  en  autant  que  l'on  ne 
trouve  pas  trace  d'un  projet  ou  même  d'une  utopie 
entraînant  une  action  commune  pour  des  buts 
identiques  et  partagés.  Au  Canada  anglais  ceci 
semble-t-il  ne  joue  pas  tellement  non  plus  en  tant 
qu'argument  en  faveur  de  l'affiliation  ou  de  la 


syndicalisation:  on  ne  s'affilie  pas  pour  participer 
au  mouvement  ouvrier,  pour  briser  un  isolement 
ou  pour  accomplir  un  projet  commun,  on  s'affilie  si 
les  services  semblent  adéquats  et  les  bénéfices 
suffisants.  Au  Québec  ce  contexte  spécifique  et  cet 
attrait  de  certaines  centrales  posent  des  problèmes 
particuliers  au  Syndicalisme  professoral  et 
notamment  aux  professeurs  d'université 
anglophones  au  Québec.  Si  on  considère  la 
position  des  centrales  en  général  et  leurs  tendances, 
les  professeurs  anglophones  n'ont  peut-être  que 
trois  alternatives:  s'ils  acceptent  cette  visée  du 
syndicalisme  et  la  suivent  ils  joignent  certes  le 
mouvement  général  mais  d'une  certaine  façon  ils  se 
nient  en  tant  qu'anglophones  au  Québec;  s'ils  se 
séparent  d'un  mouvement  général  sans  participer  à 
l'organisation  syndicale  universitaire  au  Québec, 
non  seulement  ils  accentuent  leur  isolement,  leur 
situation  d'opposants  (ce  que  la  plupart 
refuseraient  d'accepter)  mais  aussi  ils  se  privent 
d'une  organisation  capable  de  répondre  aux 
problèmes  locaux  (relations  avec  l'employeur  dans 
chaque  université)  et  aux  problèmes  provinciaux. 
Dans  une  troisième  hypothèse,  ils  se  donnent  leur 
propre  organisation  et  se  constituent  en  groupe 
spécifique,  accentuant  ainsi  leur  isolement.  Pour  le 
moment  la  FAPUQ  offre  un  moyen  terme  et  une 
situation  de  compromis.  On  peut  se  demander  si 
elle  réussira  à  formuler  une  position  acceptable  et  à 
offrir  un  regroupement  à  l'intérieur  d'un 
mouvement  syndical  universitaire  alors  qu'au 
Québec  ce  mouvement  se  trouve  tellement  lié  à  la 
situation  et  aux  aspirations  culturelles  et  politiques 
des  Canadiens  français. 

D'autres  facteurs 

D'autres  facteurs  ont  joué  comme  la 
contestation  étudiante  mais  peut-être  de  façon 
différente.  Les  conséquences  «  négatives  »  ont  été 
avancées3:  insécurité  ches  les  professeurs, 
sentiment  de  perte  de  pouvoir  pour  certains; 
problèmes  qui  ont  favorisé  l'organisation  de  la 
faculté.  Je  pense  qu'au  Québec  au  moins,  les 
aspects  «  positifs  »  ont  aussi  joué,  à  la  différence  du 
Canada  anglais.  La  -contestation  étudiante  a 
certainement  entraîné  des  changements 
idéologiques  et  modifié  la  vision  de  soi  du 
professeur  d'université.  Jusque-là  il  pouvait  se 
définir  comme  appartenant  à  une  élite  au-dessus  et 
différent  du  reste  des  mortels.  La  contestation 
étudiante  a  peut-être  un  peu  secoué  cette 
condescendance:  même  ceux  qui  n'en  pensaient 
pas  moins  se  trouvaient  dans  une  situation  assez 
inconfortable  pour  se  poser  comme  totalement 
différents  d'autres  groupes  d'employés  et  refuser  la 
syndicalisation  sur  ces  bases.  Paradoxalement 
aussi,  si  on  pense  qu'au  Québec  elle  a  atteint  ses 
moments  les  plus  virulents  avec  le  refus  de 
participer  («  participer  c'est  se  faire  fourrer  »),  la 
contestation  étudiante  a  conduit  à  la  critique  des 
structures  hiérarchiques  centralisées, 
bureaucratisées,  et  a  légitimé  la  participation,  la 


prise  du  pouvoir  par  la  faculté.  Elle  a  aussi  donné 
au  syndicalisme  universitaire  en  milieu  québécois 
un  de  ses  objectifs,  et  un  visage  plus  X)ffensif  qu'au 
Canada  anglais:  a  L'enjeu:  le  contrôle  de  nos 
conditions  de  travail»  (SPUQ — information,  II,  5, 
1er  nov.  1973)  (3). 

Pour  les  professeurs  d'universités  québécoises 
francophones  il  est  en  général  clair  et  facilement 
admis  que  ce  contrôle  ils  ne  l'ont  pas,  il  est  aux 
mains  d'une  administration  lourde,  tracassière  et 
paternaliste  et  le  syndicalisme  est  un  moyen  de 
lutter  mais  aussi  d'obtenir  un  pouvoir  qui  leur 
échappe.  Quand  on  passe  au  Canada  anglophone 
on  s'aperçoit  que  selon  la  croyance  la  plus 
généralisée,  le  professeur  «est»  l'Université,  et 
l'administration,  des  salariés  plus  ou  moins 
compétents:  le  syndicalisme  est  encore  dans  ces 
conditions  une  perte  de  statut,  un  dernier  recours 
contre  les  abus,  il  est  plus  difficilement  pensé  et 
reconnu  et  adopté  comme  le  véhicule  de  visées  plus 
globales,  plus  politiques. 

Perspectives 

Ces  quelques  différences  entre  le  mouvement 
syndical  des  professeurs  d'université  au  Québec  et 
celui  qui  s'amorce  ou  la  situation  qui  existe  dans  les 
universités  anglophones  relèvent  sans  doute  d'un 
niveau  politique,  idéologique.  Si  on  considère  les 
professeurs  en  tant  que  groupe  socio-économique 
sans  tenir  compte  de  ces  niveaux  les  situations  sont 
les  mêmes,  les  problèmes  posés  par  le  syndicalisme 
sont  les  mêmes:  d'une  université  à  l'autre  les 
conditions  de  travail  sont  fondées  sur  à  peu  près  les 
mêmes  structures,  les  mêmes  rapports;  les 
différences  sont  relativement  minimes.  Les 
problèmes  posés  par  le  code  du  travail  ou  la 
négociation  au  Québec  ne  sont  pas  essentiellement 
sinon  peut-être  dans  la  forme  différents.  Par  contre 
le  contexte  socio-politique  offre  de  plus  grandes 
différences.  Au  Québec  le  contexte  social  et 
politique,  les  visées  et  la  situation  des  Canadiens 
français  ont  peut-être  accéléré  le  mouvement  de 
syndicalisation.  Au  Canada  anglais  et  aux  États- 
Unis  ce  qui  a  sans  doute  joué  c'est  le  facteur  de 
professionnalisation  e£  le  cachet  d'acceptabilité 
donné  au  syndicalisme.  Au  Canada  anglais  un  des 
éléments  les  plus  dynamiques  a  été  l'étude  des 
professeurs  Àdell  et  Carter  qui  a  contribué 
largement  à  faire  accepter  le  syndicalisme  des 
universitaires  comme  «  possible  »  et  légitime.  Au 
Québec  ce  rôle  a  été  joué  surtout  par  la 
concrétisation  du  fait  et  l'existence  du  SPUQ.  Ce 
qu'on  peut  se  demander  par  contre  c'est  si  le 
syndicalisme  ne  va  pas  finalement  combler 
certaines  des  différences  qui  existent,  il  me  semble, 
à  l'heure  actuelle,  et  jusqu'à  quer  point. 

Si  on  considère  la  création  de  liens  de  solidarité 
avec  d'autres  groupes,  et  la  prise  de  conscience  de 
certains  intérêts  communs:  en  soumettant  les 
professeurs  d'université  à  une  législation  régissant 
d'autres  groupes  il  est  clair  qu'on  crée  entre  les  uns 

Suite  à  la  page  suivante 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  13 


Vademecum  of  a  Campus 
Unionizer 


by  M.  Debicki 

This  article  leaves  aside  the  primary  question  of 
whether  any  Faculty  Association  should  seek  the 
recognition  as  a  bargaining  agent  on  behalf  of  the 
faculty.  It  is  not  meant  to  assist  in  making  this  kind 
of  decision — it  is  rather  designed  for  those  Faculty 
Associations  which,  for  their  own  reasons,  decide 
to  pursue  that  avenue  of  relationship  between  uni- 
versity administration  and  the  faculty.  It  is  based 
on  the  experience  of  one  Fàculty  Association  in  its 
long  struggle  towards  recognition  as  a  collective 
bargaining  agent,  thus  many  of  the  points  are  of  a 
parochial  nature.  However,  I  believe  that  at  least 
some  of  our  experiences  are  of  a  universal  character 
and  can  be  of  some  utility  to  other  Faculty 
Associations  which  either  entertain  the  possibility 
of  pursuing  recognition  under  their  respective  labor 
relations  acts,  or  have  already  made  that  decision. 
Three  essential  areas  will  be  discussed  in  this 
Vademecum  for  a  Labour  Organizer  on  the  Cam- 
pus:—  Legal  questions,  political  considerations, 
and  practical  advice. 

Legal  Questions 

Any  Faculty  Association  which  entertains  the 
thought  of  seeking  recognition  as  a  bargaining 
agent  on  the  behalf  of  the  professors,  has  to  be  very 
aware  and  educate  itself  in  the  type  of  legal 
problems  which  it  will  encounter.  You  cannot  rely 
solely  on  the  services  of  lawyers,  in  that  endeavor. 
The  labor  legislation  usually  is  not  prohibitive  for  a 
layman,  and  although  legal  services  are  essential, 
academics  can  and  should  familiarize  themselves 
with  pertinent  legislation.  This  is  necessary  also 
because  the  lawyers  often  will  have  difficulty  in 
translating  labor  legislation  so  that  it  becomes 
applicable  to  the  academic  scene. 1  Secondly,  the 
Faculty  Association  should  acquire  a  good  working 


Ed.  Note  :  According  lo  the  CAUT  Committee  on  Collective  Bargaining, 
if  an  association  is  considering  certification  and  intends  to  secure  the  ser- 
vices of  a  lawyer,  it  should  do  so  only  after  consultation  with  the  CAUT. 
In  many  cases  questions  relating  to  preliminary  problems  can  be  satisfac- 
torily answered,  free  of  charge,  by  the  members  of  the  Collective  Bargain- 
ing Committee  or  the  CAUT  officers  in  charge  of  collective  bargaining. 
The  CAUT,  through  its  Collective  Bargaining  Committee  is  also  able  to 
provide  faculty  associations  with  general  aid  in  the  actual  drafting  of  the 
collective  agreement. 


knowledge  (if  it  does  not  already  have  such 
knowledge)  of  the  provincial  legislation  dealing 
with  their  respective  universities,  and  also  with  all 
the  range  of  University  by-laws  which  will  become 
a  part  of  the  legal  "pingpong".  Amongst  some  of 
the  most  important  legal  questions  with  which  the 
Faculty  Associations  will  have  to  be  familiar  are 
the  following: 

1.  It  is  very  important  that  in  the  initial  stage,  the 
Faculty  Associations  must  acquire  a  very  clear 
understanding  as  to  whether  their  particular 
organization  falls  under  the  general  clause  of  a 
labor  union,  under  the  respective  provincial 
labor  relations  Acts.  Sometimes  it  is  much 
easier  to  re-draft  the  constitution  of  the  Faculty 
Association  prior  to  filing  an  application  for 
certification,  rather  than  to  discover  during  the 
proceedings  before  the  labor  board,  that  the 
constitution  or  organization  of  the  faculty  does 
not  meet  with  the  requirements  of  the  par- 
ticular labor  relations  act.  , 

2.  In  applying  for  certification,  the  Faculty 
Association  has  to  familiarize  itself  with 
procedures  under  the  labor  relations  act  and 
relèvent  regulations  governing  an  application 
for  certification  by  labor  relations  boards,  since 
it  is  quite  likely  that  Faculty  Associations  will 
have  to  produce  a  series  of  relatively  old  and 
forgotten  documents — such  as  minutes  of  the 
first  meetings,  etc.  All  these  steps  and  all  the 
necessary  documents  should  be  checked  prior 
to  application  as  it  is  important  that  the 
application  is  not  judged  defective  on  procedural 
grounds. 

3.  It  is  very  important  to  have  a  very  clear  un- 
derstanding of  who  is  the  party  of  the  case.  You 
will  find  out  that  in  the  process  of  your 
application,  one  of  the  greatest  difficulties  you 
will  encounter  will  be  individuals  who,  either 
on  the  grounds  of  conscience  or  some  other 
reasons,  object  to  the  application.  They,  under 
most  labor  relations  acts,  can  be  individuals. 


labor  legislation  is  usually  not 
prohibitive  for  a  layman . . . 


"parties  to  the  case",  and  make  the  whole 
procedure  very  complicated  and  tiresome.  If 
the  Faculty  Association  from  the  beginning  has 
a  clear  understanding  of  the  possibilities  as  to 
limiting  the  number  of  "parties  to  the  case",  or 
if  it  can  in  some  other  way  group  the  opposi- 
tion into  a  single  entity,  this  might  prove  to  be 
advantageous. 

4.  Acquisition  of  a  working  knowledge  of  the  uni- 
versity administration  and  the  general  by- 
laws. In  this  regard,  the  Faculty  Association 
will  have  to  be  of  significant  assistance  (and  a 
constant  source  of  input)  to  the  legal  personnel 
during  the  proceedings.  This  point  deals  with 
the  organizational  structure  of  the  university. 
One  of  the  main  points  of  this  exercise  is  to 
acquire  a  clear  understanding  of  the  vertical 
and  horizontal  organization  of  the  University. 
That  is,  the  Faculty  Association  has  to  be  clear 
as  to  the  legal  powers  and  the  role  of  the 
senate,  academic  administrators  (in  many 
applications  this  will  become  a  very  important 
issue)  and  horizontal  sharing  in  decision- 
making by  all  the  members  of  the  academic 
community. 

5.  The  determination  of  the  boundaries  of  the 
unit.  Depending  on  how  you  describe  the  outer 
borders  of  the  unit,  your  application  may 
have — or  avoid — certain  difficulties*  In  many 
of  the  applications,  the  source  of  opposition 
will  come  from  professional  employees.  The 
University  of  Manitoba  certainly  encountered 
this  difficulty.  We  are  perhaps  the  most 
"unlucky"  Faculty  Association,  in  the  sense 
that  our  Labor  Relations  Act  has  perhaps  the 
worst  definition  of  a  "professional"  in  Canada. 


SYNDICALISME...    de  la  page  13 

et  les  autres  des  intérêts  communs  au  moins  face 
aux  actions  du  législateur.  La  chance  réelle 
finalement  des  professeurs  d'université  c'est  peut- 
être  de  bénéficier  de  l'appui  d'autres  groupes 
objectivement  mieux  équipés  et  plus  forts  dans  la 
défense  de  leurs  intérêts.  Si  on  considère  les 
professeurs  du  secondaire  qui  eux  «  bénéficient  » 
d'une  législation  particulière  sanctionnant  leur 
«  statut  »  particulier  de  «  professionnels»  ceux-ci  se 
trouvent  totalement  à  la  merci  du  législateur  (voir 
en  Ontario).  Ce  facteur  va  sans  doute  rapprocher 
les  professeurs  d'universités  d'autres  groupes,  les 
sortir  de  leur  isolement  et  ceci  tant  au  Canada 
anglais  qu'au  Canada  français.  Par  contre  il  semble 
douteux  qu'au  Canada  anglais  le  mouvement 
syndical  des  professeurs  d'universités  dépasse 
jamais  le  stade  d'une  alliance  pour  être  le  lieu  de 
convergence  de  visées  politiques  et  idéologiques 
communes  comme  cela  a  été  plus  ou  moins  le  cas 
au  Québec  et  peut  l'être  dans  le  futur.  Par  rapport  à 
cette  situation  particulière,  les  professeurs 
d'universités  anglophones  au  Québec  se  trouvent 
dans  une  situation  ambiguë  et  difficile.  Les  visées 
idéologiques  du  syndicalisme  francophone  peuvent 
décourager  dans  une  certaine  mesure  le  groupe 
anglophone  même  si  la  nécessité  de  s'organiser  en 
vue  de  négociations  provinciales  à  plus  ou  moins 
brève  échéance  semble  rendre  la  syndicalisation  au 
niveau  local  inéluctable.  Si  francophones  et 
anglophones  décident  de  s'unir  à  des  organismes 

La  situation  même  du  professeur 
d'université  au  Québec  est  une  situation 
d'identité  partagée  avec  les  autres 
enseignants  ou  d'autres  groupes. 


différents  ou  d'en  former,  la  multiplication  et  la 
compétition  entre  ces  organismes  risquent  peut-être 
de  se  faire  aux  dépens  d'autres  objectifs  et  des 
universitaires  syndiqués.  La  FAPUQ  aujourd'hui 
se  trouve  en  compétition  surtout  avec  la  CEQ. 
Celle-ci  ne  revêt  pas  et  de  loin  sans  doute  le 
caractère  de  la  CSN  mais  elle  a  au  moins  un 
argument  en  sa  faveur  que  ne  possède  pas  la  CSN: 
une  centrale  formée  d'enseignants  uniquement,  par 
des  enseignants  .  Par  contre  la  CEQ  ayant  pris  des 
positions  relativement  non  ambiguës  et 
catégoriques  sur  les  questions  linguistiques  offre 
pour  les  anglophones  un  danger,  mais  des  attraits 
pour  un  certain  nombre  de  professeurs  qui  voient  là 
le  moyen  d'allier  plusieurs  objectifs.  Le  futur  réside 
sans  doute  autant  dans  l'habileté  des  dirigeants  et 
dans  leur  capacité  de  formuler  des  propositions 
génératrices  de  solidarité  que  dans  l'attitude  du 
pouvoir  face  aux  universités  et  ses  actions  dans  le 
domaine  universitaire.  On  peut  aussi  penser  que  la 
nécessité  d'éviter  une  dispersion  des  forces  peut 
amener  la  centrale  qui  se  voudra  plus  représentative 
à  faire  des  compromis  plus  ou  moins  acceptés  par 
les  extrêmes  et  qui  à  long  terme  risquent  d'atténuer 
le  caractère  distinctif  du  mouvement  québécois  par 
rapport  aux  autres  provinces. 

Dans  les  autres  provinces  on  peut  dire  que  ces- 
visées  globales  n'existent  pas,  ou  pratiquement,  et 
même  la  nécessité  de  faire  face  éventuellement  à 
des  négociations  provinciales  n'entraîne  pas  pour 
toutes  les  associations  locales  ou  provinciales  la 
nécessité  de  former  d'abord  des  syndicats  locaux. 
La  possibilité  de  négocier  sur  les  questions 
monétaires  avec  le  gouvernement  à  travers  une 
association  provinciale  et  sous  le  couvert  d'une 
législation  particulière,  ou  tout  simplement  en 


formant  un  groupe  de  pression,  est  présentée 
notamment  en  Ontario  comme  une  alternative 
possible.  Ces  alternatives  ne  résolvent  pas  les 
problèmes  réels  à  mon  sens;  la  FAPUQ  peut  sans 
doute  servir  d'exemple  d'une  association  qui  a 
connu  jusqu'à  ces  dernières  années  les  tribulations 
d'une  organisation  représentant  des  associations 
dont  le  statut  et  les  pouvoirs  étaient  plus  ou  moins 
douteux  et  limités.  Son  pendant  ontarien  a  connu 
plus  de  succès,  mais  on  peut  se  demander  à  quel 
point  l'alternative  qu'il  présente  peut  réellement 
aboutir  à  long  terme  et  permettre  la  solution  de 
problèmes  au  niveau  de  chaque  université.  A  long 
terme,  les  professeurs  d'université  risquent  il  me 
semble  de  se  retrouver  dans  une  situation  similaire 
à  celle  des  enseignants  en  constituant  une  minorité 
par  rapport  à  ceux-ci.  Il  n'en  demeure  pas  moins 
que  ces  alternatives,  si  elles  étaient  retenues, 
risqueraient  d'entraîner  des  différences  dans  les 
visées  et  les  méthodes  du  syndicalisme  universitaire 
beaucoup  plus  grandes  d'une  province  à  l'autre. 


Marie-Claire  Pommez  .  est  dirigeante 
professionnelle  de  l'ACPU  chargée  des 
problèmes  de  syndicalisation. 


André  Coté  (Laval):  La  Syndicalisation  des  Professeurs  d' Université  au 
Québec,  mim.  35  p.  (1974). 

B.  I.  Adell  et  D.  D.  Carter:  Collective  Bargaining  for  University  Faculty  in 
Canada,  (AUCC)  Industrial  Relations  Centre.  Queen's  University, 
Kingston  (1972). 

3  J.  Brazeau  (Montréal):  Syndicalisation  chez  les  professeurs:  auelques 
causes  et  certaines  conséquences.  University  Affairs/ Affaires  universitaires. 
pp.  5-6.  AUCC,  Nov.  1973. 


Page  14  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


pursuing  the  route  of  collective  bargaining  will  be 
greatly  assisted  by  the  expertise  of  the  people  in 
CAUT.  This  is  the  route  through  which  one  can 
have  access  to  the  experience  of  other  univer- 
sities, and  CAUT  should  be  seen  as  a  possible 
future  agglomeration  or  congress  of  faculty 
unions. 


Practical  advice 

There  are  many  practical  considerations  which 
have  to  be  taken  into  account.  Among  them,  the 
most  important  ones  seem  to  be:  — 

1.  Secure  the  services  of  people  with  legal,  union, 
and  political  campaigning  experience.  These 
three  categories  of  people  seem  to  have  the  es- 
sential characteristics  needed  in  the  initial  pro- 
cess of  unionization.  Legal  personnel  is  a  ne- 
cessity. However,  it  is  also  good,  as  well  as  hav- 
ing a  retained  lawyer,  to  secure  the  services  of 
other  lawyers,  preferably  from  the  local  law 
school  (if  there  is  one  on  campus)  who  can  serve 
as  translators  of  the  legal  messages  coming  from 
the  barristers.  They  can  also  translate  the 
position,  complexities  and  idiosyncracies  of  the 
university  into  terms  understood  by  downtown 
barristers.  People  with  political  campaigning 
experience  are  of  high  utility  to  the  Faculty 
Association.  Many  associations  will  face  the 
necessity  of  preparing  for  voting,  in  order  to 
determine  the  wishes  of  the  faculty  members.  In 
such  situations,  people  with  political  campaign 
experience  are  invaluable  in  organizing  the 
faculty  members  who  are  sympathetic  to  the 
cause  of  the  association.  People  with  union 
experience  can  help  the  Faculty  Association  to 
avoid  pit-falls,  and  can  be  useful  in  attempting 
to  stop  the  developing  hysteria  on  campus  by 


VADEMECUM... 

The  definition  which  our  Labor  Relations  Act 
uses  under  Section  1  Para.  T,  is  so  broad  that  it 
caused  our  association  an  enormous  number  of 
problems.  The  statute  does  not  require  that  a 
professional  is  one  who  performs  professional 
functions  in  the  course  of  his  employment,  but 
rather  relates  to  his  formal  status  as  a  member 
of  a  profession,  (or  his  eligibility  to  be  one) 
regardless  of  what,  de  facto  he  is  doing.  Many 
people  on  our  campus,  who  clearly  do  not  act 
in  their  professional  capacities  as  lawyers,  den- 
tists, doctors,  interior  designers,  etc.,  were  able 
to  claim,  or  at  least  pursue  the  claim,  thay  they 
have  a  professional  status  and  thus  they  should 
be  excluded  from  the  unit.  One  of  the  most 
complicated  cases  on  many  campuses  would  be 
that  of  medical  schools,  where  joint  ap- 
pointments with  hospitals  are  not  an  exception. 

6.  The  last  legal  issue  is  one  of  voluntary 
recognition.  Most  labor  relations  acts,  in 
different  forms,  provide  for  voluntary 
recognition.  There  are  several  advantages  to 
pursuing  this  avenue.  It  is  less  time-consuming, 
it  costs  less,  and,  perhaps  it  reduces  a  climate  of 
political  hostility.  However,  the  most  negative 
factor  in  voluntary  recognition  is  one  that  the 
conditions  of  the  voluntary  recognition  usually 
can  be,  at  least  to  some  degree,  set  by  the 
respective  parties.  Therefore  the  type  of 
bargaining  and  the  newly  emerging  functional 
inter-dependence  between  the  faculty  and  ad- 
ministration can  be  —  to  a  much  larger 
extent — determined  by  the  employers. 

To  end  this  part  with  a  general  comment,  one 
has  to  expect  in  making  an  application  for  cer- 

in  many  applications  the  source  of 
opposition  is  the  professional 
employees... 


tification,  that  one  will  encounter  many  unusual 
legal  problems.  The  labor  relations  acts  in  Canada 
were  primarily  designed  to  deal  with  industrial 
models,  where  the  demarcation  lines  are  clearer 
than  in  the  university,  and  where  the  distinction 
between  labor  and  management  is  more  clearly 
drawn.  The  university,  with  its  evolutionary 
organizational  development  is  ill-suited  to  labor 
legislation.  Re-interpretation  of  the  labor  legisla- 
tion produces  difficulties,  even  in  those  cases  where 
there  is  no  opposition  to  the  certification.  Certainly 
when  the  opposition  to  certification  is  vigorous,  the 
basic  weakness  of  the  design  of  this  type  of  legisla- 
tion will  produce  several  difficulties. 

Political  considerations 

The  political  considerations  are  perhaps  even 
more  important  than  the  legal  requirements  and 
technicalities  of  proceeding  with  the  application. 
From  the  experience  on  our  campus,  one  can  high- 
light some  of  the  most  important  ones  (with  the  un- 
derstanding that  these  will  have  to  be  looked  at 
from  the  perspective  of  local  conditions). 

1.  Conditions  under  which  unionization  is  con- 
sidered in  the  university  usually  occur  in  the 
climate  of  hostility  between  administration  and 
the  faculty.  Thus  a  certain  degree  of  polariza- 
tion is  unavoidable. 

2.  This  usually  is  combined  with  a  period  of 
decline  or  negative  growth  of  the  University, 
which  produces  additional  tensions  and  ad- 
ditional pressures  on  both  faculty  and  ad- 
ministration. 

3.  Universities  have  what  I  call  a  "dual  political 
culture".  On  the  one  hand,  we  have  the  model 
of  a  "platonic  academy"  of  free  scholars,  who  are 
to  a  large  extent,  independent,  not  only  in  their 
thought  processes  but  in  the  way  in  which  they 
perform  their  jobs.  On  the  other  hand,  the  in- 
creased enrolments  in  the  universities  during 
the  last  decade  produced  the  development  of 
corporate  structures  within  the  universities. 
Thus  you  have  interaction  of  these  two 
cultures — one  individualistic,  based  on  in- 
dependence (working  alone),  and  on  the  other 
hand,  you  have  the  corporative  organizational 
model,  which  is  intentionally  copying  business 
corporations  with  their  hierarchical 
organizations,  treating  Universities  to  a  large 
extent,  in  a  quantitative  manner. 


"4.  Universities  frequently  live  in  a  state  of  confu- 
sion as  to  the  functions  of  university  struc- 
tures—  i.e  Senates,  Faculty  Councils,  and  Ad- 
ministrations. This  confusion  is  even  increased 
by  the  fact  that  in  many  universities  the  cor- 
porate managers  emerge  from  the  ranks  of 
academics.  It  is  not  infrequent  that  some  of  the 
best  academics  are  moving  into  the  ad- 
ministrative roles.  Thus  their  employees  do  not 
necessarily  perceive  them  as  corporate 
managers,  but  frequently  see  them  as  their 
colleagues  and  members  of  the  academic  com- 
munity. The  administrators,  not  infrequently, 
perceive  themselves  as  academics  rather  than  as 
administrators.  Yet  on  functional  grounds  this 
clearly  cannot  be  defended. 

5.  Faculty  Associations  in  their  traditional  roles 
are  not  equipped  to  cope  with  the  new  functions 
of  initiating  and  carrying  through  unionization 
and  collective  bargaining.  Any  Faculty  Associa- 
tion which  entertains  the  thought  of  collec- 
tivization, has  to  recognize  that  the  time  when 
the  Faculty  Association  could  be  run  over  a  cup 
of  coffee  in  the  faculty  club — perhaps  with  a 
glass  of  brandy — is  gone  with  the  application. 
The  Faculty  Association  in  the  process  of 
collectivization  has  to  be  professionalized.  Run- 
ning this  new  type  of  association  becomes 
almost  a  full  time  job.  Also,  it  is  essential  that  a 
much  larger  number  of  people  must  become  in- 
volved in  the  workings  of  the  Faculty 
Association  —  during  and  after  collective 
bargaining.  If  you  look  ahead  after  you  are 
recognized  as  a  bargaining  agent,  just  the 
preparation  of  the  contract  on  which  you  want 
to  negotiate  is  enormously  time-consuming. 
Most  universities  have  employment  relations 
offices,  with  people  whose  full-time  job  will  be 
(or  is  already)  to  design  bargaining  positions  vis 
a  vis  the  faculty.  For  most  of  us,  this  is  a  volun- 
tary service  which  is  given  over  and  above  our 
normal  duties  as  teachers  and  scholars.  One 
cannot  over-exaggerate  the  pressure  on  the  peo- 
ple who  are  actively  involved  in  the  Faculty 
Association,  in  terms  of  time  and  a  new  type  of 
expertise  which  is  needed.  Some  of  you  will 
have  to  be  familiarized  with  the  labor 
legislation,  others  with  collective  bargaining, 
others  with  different  types  of  contracts,  and  still 
others  will  have  to  have  a  very  clear  understand- 
ing of  the  by-laws  and  workings  of  the  Univer- 
sity. This  perhaps  is  one  of  the  greatest 
difficulties  and  dangers  in  pursuing  the  avenue 
of  unionization. 

6.  It  is  also  politically  important  to  think  of — and 
establish  —  policies  dealing  with  the 
relationship  between  the  Faculty  Association 

.  and  other  unions  on  campus.  The  Faculty 
Association  has  to  develop  a  clear-cut  policy 
dealing  with  agglomerations  of  unions  and  join- 
ing other  unions  outside  the  university.  There 
are  enormous  dangers  which  the  Faculty 
Association  has  to  face,  since  it  most  likely  will 
be  approached  by  the  big  international  or 
national  unions,  which  do  not  necessarily  have 
similar  goals  to  those  of  the  academics.  Faculty 
Associations  are  facing  the  possibility  of  being 
"swallowed  up"  by  a  union  which  does  not 
necessarily  have  a  common  interest  with 
academics. 


conditions  for  unionization  are  created 
through  a  climate  of  hostility  between 
the  administration  and  the  faculty 


7.  Relationships  with  students  during  the  period 
of  discussing  and  entering  into  legal  steps 
leading  towards  certification,  are  of  the  utmost 
importance.  It  is  possible — even  likely — that 
the  students  will  be  apprehensive  about  the 
unionization  of  their  faculties.  Students  very 
frequently  will  expect  an  increase  in  fees,  as  a 
result  of  unionization.  Some  will  think  that  the 
quality  of  education  will  suffer  as  a  result  of 
certification.  At  all  costs,  one  has  to  avoid  the 
possibility  of  the  students  being  used  as  a 
"pingpong"  between  conflicting  parties  in  the 
case. 

8.  The  final  political  consideration  is  that  of  the 
relationship  between  CAUT  and  the  Faculty 
Association,  in  the  process  of  application  for 
certification.  Any  Faculty  Association  which  is 


faculty  might  be  approached  by 
international  or  national  unions  which 
do  not  necessarily  have  similar  goals  to 
those  of  academics 


dealing  with  the  syndromes  of  so-called  "clock- 
punching" —  "nine-to-five"  and  other  allegedly 
"necessary  evils"  of  unionization. 

2.  Secure  the  support  of  outstanding  scholars. 
You  will  likely  be  involved  in  labor  relations 
hearings,  and  the  testimonies  of  outstanding 
scholars  will  be  of  importance  to  the  Faculty 
Association.  The  services  and  support  of 
outstanding  scholars  are  also  important,  since 
many  of  the  Faculty.  Associations  will  be 
charged  with  support  of  mediocrity  or  even 
incompetency— the  allegation  being  that  some 
academics  are  afraid  of  the  open  market  and 
want  the  union  in  order  to  protect  their  job 
security.  Thus,  if  many  of  the  outstanding 
scholars  support  unionization,  this  argument  is 
less  likely  to  be  used  by  the  opposition. 

3.  Avoid  alienation  of  those  faculty  members  who 
are  not  sympathetic  or  who  have  reservations 
regarding  unionization.  It  very  often  might 
become  the  case  that  active  members  of  the 
Faculty  Association  become  so  emotionally  in- 
volved in  the  cause  of  unionization,  that  they 
treat  those  who  disagree  as  "enemies". 

4.  Be  very  careful  in  retaining  legal  counsel.  It  is 
not  only  a  good  iabor  lawyer  who  is  needed  by 
the  Faculty  Association,  ft  is  essential  that  the 
lawyer  be  able  to  communicate  with  academics. 
You  need  a  lawyer  who  in  some  sense  is  a 
scholar  in  his  own  right,  or  at  least  has 
academic  interests.  Such  a  lawyer  will  find  it 
easier  to  converse  with  university  professors 
who  do  not  easily  abandon  their  role  as  teachers. 

5.  Lines  of  communication  with  the  administra- 
tion must  be  kept  open.  In  the  period  of  very 
frequent  hostilities  on  the  campus,  before  and 
during  the  process  of  certification,  it  is  very  easy 
to  reach  a  situation  in  which  the  administration 
perceives  the  route  of  certification  as  an  act  of 
hostility  and  lack  of  confidence.  At  this  point 
the  Faculty  Association  might  close  the  lines  of 
communication  with  the  administration,  or  vice- 
versa.  This  situation  should  be  avoided.  People 
with  experience  in  collective  bargaining  stress 
that   there   are   frequently  "doubie 

Continued  on  page  1 7 


CAUT  Bulletin  ACPU  September  Septembre  1974  —  page  15 


Professors'  Unions 
in 

the  U.S.A.  and 
the  U.K. 


by  Donald  C.  Savage 


In  the  United  States  the  American  Association 
of  University  Professors  (AAUP)  was  founded  in 
1915  as  a  professional  organization  of  academics. 
The  general  thrust  of  the  AAUP  since  its  founding 
has  been  to  try  to  entrench  the  rights  of  faculty 
through  procedural  models.  This  led  to  various 
statements  of  principles  of  which  the  most  famous 
were  undoubtedly  the  1940  statement  on  academic 
freedom  and  tenure  and  the  1966  statement  on 
shared  authority  in  the  university.  It  also  led  to  the 
development  of  censure  to  deal  with  situations 
where  the  principles  were  not  applied.  It  is  clear 
that  the  experience  of  the  AAUP  had  a  con- 
siderable impact  on  the  development  of  CAUT's 
notions  of  academic  freedom  and  tenure  in  the  late 
fifties  and  early  sixties. 

The  AAUP  found  its  strength  in  the  four  year 
colleges  and  established  institutions  of  the 
United  States.  It  did  not  play  as  strong  a  role  with 
junior  and  community  colleges  although  some  were 
members.  This  proved  to  be  somewhat  of  an 
Achilles  heel. 

During  the  late  sixties  there  was  increasing  dis- 
satisfaction within  the  AAUP  and  without  concer- 
ning the  traditional  policies  of  the  association.  The 
sixties  saw  university  after  university  marked  by 
student  disruption.  Both  boards  and  political 
leaders  reacted  against  the  universities.  This  along 
with  restrictions  in  the  job  market  for  graduates 
marked  the  end  of  the  sputnik  boom  in  American 
higher  education.  Furthermore  the  ever  lengthening 
list  of  AAUP  censures  led  many  to  question 
whether  American  universities  would  indeed  be 
persuaded  by  the  traditional  methods  to  share 
power,  to  guarantee  academic  freedom  and  to 
maintain  a  reasonable  standard  of  living  for  the 
faculty.  The  crude  application  of  managerial 
techniques  to  the  campus  or  to  state-wide  systems 
increased  this  fear  as  has  the  decline  in  real  income 
of  many  American  professors.  Professors  also  saw 
students  make  significant, gains  in  political  power 


while  the  mass  of  the  faculty  remained  largely 
unrepresented  on  senates  and  boards  of  governors. 
This  has  been  of  particular  concern  to  the  lecturers 
and  assistant  professors.  Political  attacks  in  state 
legislatures  on  tenure  and  on  the  funding  of 
graduate  studies  have  persuaded  many  senior 
faculty  that  their  position  can  only  be  adequately 
defended  through  collective  bargaining. 

Towards  the  end  of  the  sixties  the  multi-campus 
City  University  of  New  York  (CUNY)  took  the 
plunge  when  the  faculty  supported  a  certified 
bargaining  agent  which  was  not  a  member  of  the 
AAUP.  If  ever  there  was  a  domino,  this  was  it. 
Both  the  American  Federation  of  Teachers  (AFT) 
and  the  National  Education  Association  moved 
rapidly  to  attempt  to  unionize  faculty  members. 
The  AFT  is  an  affiliate  of  the  AFL/CIO  and  has 
deliberately  made  a  pitch  to  faculty  on  a  radical 
programme  in  alliance  with  organized  labour;  the 
NEA  is  the  largest  organization  of  teachers  in  the 
United  States.  Both  the  AFT  and  the  NEA  are 
primarily  organizations  of  secondary  and  primary 
school  teachers  and  both  were  particularly 
successful  in  unionizing  junior  and  community 
colleges,  thereby  securing  a  significant  beachead  for 
an  attack  on  the  AAUP. 

The  debate  on  certification  split  the  AAUP.  It 
was  the  most  profound  crisis  in  the  history  of  the 
organization.  However,  at  the  1972  annual  meeting 


the  AAUP  did  not  play  a  strong  role  in 
junior  and  community  colleges.  This 
proved  to  be  somewhat  of  an  Achilles 
heel. 


in  New  Orleans  those  in  favour  of  certification  led 
by  Walter  Adams  and  Carl  Stevens,  carried  the  day. 
There  then  followed  a  significant  commitment  by 


the  AAUP  to  collective  bargaining  so  that  today 
about  25%  of  the  budget  is  devoted  to  this 
area — the  same  as  to  academic  freedom  and  tenure 
cases.  The  effect  is  evident.  Recent  supervised 
elections  indicate  the  success  of  the  AAUP  at  least 
in  regard  to  four-year  institutions.  It  seems  likely 
that  it  will  become  the  predominate  agent  for  such 
universities.  At  the  same  time  the  most  recent 
annual  meeting  of  the  association  saw  no 
recurrence  of  the  dramas  of  1972.  The  discussion  on 
collective  bargaining  was  purely  technical  —  how 
to  do  it  in  the  most  efficient  manner  and  how  to  pay 
for  it.  The  AAUP  leadership  is  now  convinced  that 
the  principles  of  the  organization  can  be  enshrined 
in  collective  bargaining  agreements  and  that  this  is 
an  effective  way  to  protect  the  rights  of  the 
membership.  A  recent  internal  study  by  the  NEA 
has  caused  its  leadership  to  recognize  that  the 
AAUP  and  not  the  AFT  is  its  major  enemy  in  terms 
of  the  unionization  of  the  universities  and  to  devote 
considerable  sums  of  money  to  try  to  regain  the 
initiative. 

Many  in  the  AAUP  feared  that  with  collective 
bargaining  the  key  principles  of  the  organization 
might  be  traded  away  at  the  bargaining  table.  The 
association  has  taken  a  tough  stand  on  such 
matters.  At  the  University  of  Hawaii  the  AAUP 
denounced  the  contract  signed  by  the  American 
Federation  of  Teachers  which  renounced  tenure 
and  conceded  the  most  extraordinary  management 
prerogatives.  The  AAUP  denounced  the  contract  in 
terms  usually  reserved  for  reactionary  college 
presidents,  and  the  faculty  refused  to  ratify  it  by  a 
vote  of  1301  to  279.  It  would  appear  that  the 
American  Federation  of  Teachers  is  now  on  the 
way  out  in  Hawaii.  In  another  case  this  year,  that  of 
Camden  College,  the  AAUP  censured  the  universi- 
ty even  though  the  actions  taken  by  the  president 
were  consistent  with  the  local  collective  agreement. 

In  1973  in  the  United  States  there  were  collec- 
tive agreements  on  315  campuses  with  ap- 

Continued  on  p.  20 


Page  16  —  CAUT  Bulletin  ACPU  September/Septembre  1974 


What  is  certification? 


by  Joseph  Rose 

Certification  is  a  procedure  by  which  a  trade 
union  can  become  the  exclusive  bargaining  agent 
for  a  group  of  employees.  In  order  to  better 
understand  the  implications  of  unionism  and 
collective  bargaining,  the  following  definitions  of 
labour  relations  terms  are  provided.  They  are 
drawn  from  the  Labour  Code  of  British  Columbia. 

bargaining  agent  means: 

(i)  a  trade-union  that  has  been  certified  by 
the  board  as  an  agent  to  bargain  collec- 
tively for  an  appropriate  bargaining  unit; 
or 

(ii)  a  person,  or  an  employers'  organization 
accredited  by  the  board,  authorized  by 
an  employer  to  bargain  collectively  on 
his  behalf; 

collective  bargaining  means  negotiating  in 
good  faith  with  a  view  to  the  conclusion  of  a 
collective  agreement  or  the  renewal  or  revi- 
sion thereof,  or  to  the  regulation  of  relations 
between  an  employer  and  employees; 

employee  means  a  person  employed  by  an 
employer,  but  does  not  include  a  person  who, 
in  the  opinion  of  the  board, 

(i)  is  employed  for  the  primary  purpose  of 
exercising  management  functions  over 
other  employees;  or 

(ii)  is  employed  in  a  confidential  capacity  in 
matters  relating  to  labour  relations;  or 

(iii)  is  qualified  in  a  profession,  trade,  or  call- 
ing and  is  licensed  under  the  Architec- 
tural Profession  Act,  Chartered  Accoun- 
tants Act,  Chiropractic  Act,  Dentistry 
Act,  Engineering  Profession  Act,  In- 
surance Act,  Naturopathic  Physicians 
Act,  Optometry  Act,  Podiatry  Act,  Real 
Estate  Act,  Securities  Act,  1967,  or 
Veterinary  Medical  Act,  or  is  an  enroll- 
ed student  under  any  such  Act,  and  is 
engaged  and  working  in  the  practice  of 
such  profession,  trade,  or  calling;  or 

(iv)  is  employed  in  domestic  service, 
agriculture,  hunting,  or  trapping;  or 

(v)  is  a  teacher  as  defined  in  the  Public 
Schools  Act; 

employer  means  a  person  who  employs  one, 
or  more  than  one,  employee  and  includes  an 
employers'  organization; 

trade-union  means  a  local  or  provincial 
organization  or  association  of  employees,  or 
a  local  or  provincial  branch  of  a  national  or 
international  organization  or  association  of 
employees  within  the  Province,  that  has,  as 
one  of  its  purposes,  the  regulation  in  the 
Province  of  relations  between  employers  and 
employees  through  collective  bargaining,  and 
includes  a  council  of  trade-unions  and  an 
association  of  trade-unions,  but  does  not  in- 
clude any  organization  or  association  of 
employees'that  is  dominated  or  influenced  by 
an  employer; 

unit  means  a  group  of  employees,  and  the 
expression  "appropriate  for  collective  bar- 
gaining" or  "appropriate  bargaining  unit", 
where  used  with  reference  to  a  unit,  means 
a  unit  that  is  determined  by  the  board  to  be 
appropriate  for  collective  bargaining  whether 
it  is  an  employer  unit,  craft  unit,  technical 
unit,  plant  unit,  or  any  other  unit,  and 
whether  or  not  the  employees  therein  are 
employed  by  one  or  more  employer. 

Meaning  of  Certification 

Where  a  group  of  employees  are  interested  in 
securing  collective  bargaining  rights,  they  normally 
solicit  a  trade  union  to  represent  them.  The  union, 
in  turn,  will  stage  an  organizing  drive  to  gain  the 
support  of  a  majority  of  the  employees.  Once  this 


has  been  done  they  apply  to  a  labour  relations 
board  to  become  certified.  Certification,  if  granted, 
gives  a  union  exclusive  bargaining  rights,  i.e.,  the 
union  becomes  the  sole  representative  for 
employees  in  matters  pertaining  to  the  terms  and 
conditions  of  employment. 

The  first  stage  in  the  certification  process  has  the 
union  filing  an  application  with  the  labour  relations 
board.  The  board  normally  has  several 
requirements  which  must  be  met  if  a  union  is  to  be 
certified.  These  include: 

(1)  The  unit  applied  for  must  be  appropriate  for 
collective  bargaining.  This  entails  the  applica- 
tion of  certain  criteria  such  as  whether  a  com- 
munity of  interest  exists  among  employees  and 
determining  what  the  history  of  bargaining  in 
the  industry  has  been.  The  major  issue  facing 
faculty  bargaining  units  will  be  who  should  be 
included  in  and  excluded  from  the  unit.  This 
will  entail  decisions  regarding  such  diverse 
groups  as  professional  faculties,  department 
heads  and  part-time  lecturers. 

(2)  The  union  must  have  as  members  in  good 
standing,  a  majority  of  the  employees  in  an 
appropriate  unit.  Where  a  clear  majority  is 
evident  the  board  will  certify  the  union. 
However,  where  there  is  doubt  about  the 
union's  majority  status,  a  certification  election 
is  scheduled.  A  union  need  not  have  majority 
support  to  file  an  application  for  certification 
(for  example,  in  British  Columbia  it  need  only 
have  the  support  of  35%  of  the  employees  in 
the  unit);  however,  the  union  will  not  be 
certified  unless  it  solicits  the  support  of  a 
majority  of  those  in  the  unit.  A  certification 
vote  is  by  secret  ballot  and  is  supervised  by  a 
labour  relations  board. 

(3)  The  applicant  union  must  be  a  proper  organiza- 
tion for  collective  bargaining.  This  means  that 
it  must  meet  the  requirements  of  the  definition 
of  a  trade  union  specified  above.  Faculty 
Associations  wishing  to  become  certified  may 
have  to  amend  their  constitutions  to  meet  this 
requirement.  For  example,  the  Faculty  Associa- 
tion of  the  University  of  British  Columbia 
recently  amended  their  constitution  to  include 
as  one  of  their  objects:  "To  act  as  the 
bargaining  agent  of  all  Faculty  members 
employed  by  the  University  and  on  behalf  of 
such  members  to  regulate  relations  between 
members  and  the  University  through  collective 
bargaining." 

In  addition,  the  union  must  be  free  of  employer 
domination  or  interference.  Normally  a  trade  union 
will  not  be  certified  if  an  employer  has  participated 
in  its  formation  or  interfered  in  its  financing  or  ad- 
ministration. The  intent  of  such  provisions  is  to  en- 
sure that  employees  can  exercise  a  free  choice  regard- 
ing the  selection  of  a  bargaining  agent.  Again,  this 
may  require  faculty  associations  interested  in  seek- 
ing certification  to  amend  their  constitution,  e.g.,  to 
exclude  such  groups  as  deans,  vice-presidents,  etc. 
In  British  Columbia,  the  law  also  specifies  that  cer- 
tification will  not  be  granted  to  a  union  "that  dis- 
criminates against  a  person,  contrary  to  the  Human 
Rights  Act". 

Regulating  Election  Conduct 

The  labour  relations  board  is  responsible  for  en- 
suring that  employees  are  able  to  exercise  a  free 
choice  on  the  question  of  union  representation  and 
therefore  it  is  responsible  for  handling  unfair  prac- 
tice charges  or  complaints.  When  a  union  organizing 
drive  is  in  process,  there  are  certain  actions  which 
neither  an  employer  or  a  union  can  practice. 
Failure  to  adhere  to  these  regulations  is  what  is 
known  as  an  unfair  labour  practice.  Employers  can 
not  do  the  following:  coerce,  restrain  or  interfere 
with  employees  in  the  exercise  of  their  right  to  join 
a  union;  discriminate  against  any  employee  in 
regard  to  employment  or  any  condition  of  employ- 
ment because  of  union  membership;  alter  the  terms 
or  conditions  of  employment  as  a  means  of  in- 


ducing an  employee  not  go  join  a  union  or  continue 
to  be  a  union  member,  e.g.,  giving  wage  increases; 
fire,  suspend,  transfer  or  lay  off  an  employee  for 
union  activities;  and  participate  in  the  formation  or 
administration  of  a  trade  union.  These  restrictions 
are  also  applicable  to  any  person  acting  on  behalf 
of  an  employer. 

Unions  or  persons  acting  on  their  behalf  are 
also  prohibited  from  coercing,  restraining  or  in- 
terfering in  an  employee's  right  to  join  or  refrain 
from  joining  a  union.  In  addition,  most  laws  place 
restrictions  on  union  organizing  at  the  employers' 
place  of  employment  during  working  hours  and 
prohibit  efforts  to  restrict  or  limit  production  or 
services. 

Effect  of  Certification 

Certification  gives  a  union  exclusive  authority 
to  bargain  collectively  on  behalf  of  employees  in  the 
unit  and  bind  its  members  to  a  collective 
agreement.  As  the  sole  representative  of  employees, 
only  the  union  can  enter  into  negotiation,  over 
wages,  hours  and  other  conditions  of  employment. 
An  employer  is  required  to  bargain  in  good  faith 
with  the  employees'  representative.  This  entails 
meeting  and  conferring-with  the  union  and  making 
reasonable  efforts  to  conclude  a  collective 
agreement. 

Once  certified,  a  union  remains  the  exclusive 
bargaining  agent  until  such  time  as  the  certification 
is  cancelled.  A  certification  can  be  cancelled  where 
a  trade  union  ceases  to  be  a  trade  union,  an 
employer  ceases  to  be  an  employer  and  where  the 
union  no  longer  represents  a  majority  of  the 
employees  in  the  unit.  Thus  employees  maintain  the 
right  to  decertify  a  union  or  to  seek  representation 
by  another  union;  this  is  usually  restricted  to  cer- 
tain time  periods  specified  by  law,  e.g.,  the  expira- 
tion of  a  collective  agreement. 

Professor  Rose  is  in  the  department  of  Business 
Administration  at  the  University  of  New 
Brunswick,  and  is  a  member  of  the  CA  UT  com- 
mittee on  Collective  Bargaining. 


VADEMECUM...  from  p.  15 

negotiations"  —  one  formal  set  of  meetings,  but 
also  informal  communications  between  the  two 
parties,  which  are  perhaps  of  more  importance 
than  the  formal  ones.  During  the  whole  process 
of  certification,  lines  of  communication  should 
be  kept  open. 

These  remarks  are  not  meant  to  discourage 
Faculty  Associations  from  pursuing  collective 
bargaining  or  certification.  The  intent  is  only  to 
present  some  of  the  difficulties  and  to  stress  the 
enormous  amount  of  work  which  the  Faculty 
Association  will  face  in  this  new  endeavor.  Whether 
this  new  structural  device — new  at  least  in  terms  of 
Canadian  campuses — will  prove  to  be  satisfactory 
is  impossible  to  say,  since  only  very  few  univer- 
sities in  Canada  have  this  kind  of  mechanism  —  and 
for  a  relatively  short  period  of  time  at  that.  Per- 
sonally, I  believe  that  unionization  opens  a  new  era 
of  a  more  democratic  university,  or  if  you  wish  —  a 
return  to  the  "Golden  Age"  of  Universitas  among 
"Studii  Generalis". 

Professor  Debicki  teaches  Political  Science  at 
St.  Paul's  College,  University  of  Manitoba  and 
spoke  on  collective  bargaining  at  the  annual 
meeting  of  CA  UT  in  Toronto. 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  17 


The  Affiliation  Question  : 
the  CAUT 

or  another  central  union  ? 


by  Charles  Bigelow 


The  CAUT  has  now  existed  for  nearly  a  quarter 
of  a  century,  and  while  it  is  solidly  identified  in  the 
minds  of  Canadian  academics  as  a  protector  of 
their  academic  freedom,  it  does  not  have  any  very 
clear  identification  as  a  union  central.  For  this 
reason  some  Canadian  professors  who  have  begun 
to  think  about  forming  a  certified  collective 
bargaining  agent  have  also  begun  to  ask  whether 
the  new  local  union  should  affiliate  with  a  national 
or  international  union  other  than  the  CAUT.  At 
various  campuses  in  Anglophone  Canada  in  the 
past  few  years,  the  suggestion  has  been  made  that 
local  unions  might  affiliate  with  the  American 
Federation  of  Teachers  or  with  the  Canadian  Union 
of  Public  Employees  (CUPE).  And  in  Quebec, 
where  there  is  the  most  union  activity,  there  are 
both  independent  locals,  and  locals  affiliated  with 
Fédération  des  Associations  de  Professeurs  du 
Québec  (FAPUQ),  Centrale  des  Syndicats 
Nationaux  (CSN),  and  Corporation  des 
Enseignants  du  Québec  (CEQ).  At  St.  Mary's 
University  (Halifax)  last  spring,  a  sharp  difference 
of  opinion  among  faculty  members  on  the 
affiliation  question  resulted  in  a  well-publicized 
battle  between  the  CAUT  and  CUPE  for  support, 
which  was  ultimately  won  by  the  CAUT. 

It  is  obviously  important  to  address  the 
question  as  frankly  as  possible,  so  that  other 
faculty  members  who  may  be  contemplating 
forming  a  union  will  understand  what  the  CAUT 
can  do  for  an  affiliated  union,  and  why,  in  our 
view,  association  with  some  other  trade  union 
cannot  be  as  effective  as  association  with  the 
CAUT. 

The  creation  of  a  union,  certified  under  a 
provincial  Labour  Relations  Act,  does  not  mean 
that  faculty  members  have  suddenly  embarked  on 
a  completely  different  course  for  negotiating  their 
conditions  of  employment.  Local  faculty 
associations  have,  of  course,  been  attempting  to  act 
as  collective  bargaining  agents  for  years.  In  some 
universities  -at  some  times,  they  have  met  with 
success,  not  necessarily  winning  every  point,  but 
winning  enough  points  to  keep  the  members 
satisfied.  At  other  times  and  places,  the  results  have 
been  indifferent  if  not  downright  unsatisfactory. 

It  is  the  generally  unsuccessful  quality  of 
informal  collective  bargaining  that  has  led  faculty 
members  and  associations  in  the  last  couple  of 
years  to  seek  to  formalize  and  improve  their 
powers  by  certifying.  Certification  provides  new 
power  —  for  example,  a  university  with  a 
unionized  faculty  must  negotiate  with  the  union  or 
face  penalties  —  but  it  does  not  change,  in  any 
important  particular,  what  is  to  be  negotiated. 

This  is  an  important  point,  and  one  not  always 
grasped  by  those  unfamiliar  with  unions.  If  your 
local  association  becomes  a  certified  union,  it  will 
still  be  speaking  for  you  on  all  the  points  you  have 
traditionally  asked  the  association  to  speak  on. 

It  will  be  discussing  salaries,  pensions,  and 
monetary  fringe  benefits,  of  course.  But  it  will  also 
be  expected  to  work  into  the  collective  agreement 


solutions  to  the  whole  range  of  problems  that 
concern  working  academics:  academic  freedom 
and  tenure,  promotion  procedures,  grievances  and 
arbitrations,  sabbaticals,  teaching  loads,  research 
support  and  facilities,  appointment  procedures  for 
chairmen,  deans  and  others,  and  university 
governance,  to  name  a  few  of  the  more  obvious 
ones.  The  local  union  will  not  only  want  to  discuss 
these  matters  —  it  will  have  to  discuss  them, 
because  in  most  provinces  labour  law  is  written  in 
such  a  way  that  residual  rights  may  well  be  claimed 
as  management  rights  —  meaning  that  where  issues 
are  not  dealt  with  in  the  collective  agreement  or  the 
university  act,  the  university  could  make  an 
attempt  to  decide  them  unilaterally. 

The  importance  of  this  can  hardly  be 
overemphasized.  While  an  association  may 
improve  its  bargaining  leverage  by  certifying,  it  will 
only  prove  this  by  negotiating  its  collective 
agreements  successfully.  And  that  must  obviously 
be  approached  with  careful  planning,  organization, 
and  a  sensitive  concern  for  academic  values.  We 
who  have  been  involved  in  the  work  of  the  CAUT's 
collective  bargaining  committee  know  that  only  the 
CAUT  can  provide  the  appropriate  background, 
research,  and  assistance  to  academic  unions. 

The  CAUT  is  the  only  federal  organization 
representing  working  professors  in  the  country.  As 
such  it  has  a  quarter  century  of  experience  with  all 
the  important  and  sensitive  academic  concerns  that 
were  listed  above.  No  other  union  central  has  any 
experience  with  any  of  them.  Other  unions  have,  of 
course,  plenty  of  experience  with  industrial  shops 
and  commercial  or  government  offices,  but  the  idea 
of  forming  a  union  of  academics  on  those  models 
can  hardly  appeal  to  anyone  with  an  informed 
concern  for  academic  values. 

Furthermore  CAUT  is  concerned  only  with 
university  matters.  Other  unions  have  other 
members  who  have  paid  dues  for  a  long  time  and 
who  demand  services.  This  limits  the  amount  of 
time  and  the  amount  of  money  that  a  union 
servicing  many  different  types  of  members  can, 
in  fact,  devote  to  one  small  segment  of  its  clientele. 
Other  unions  may  promise  much  during  the 
honeymoon  but  it  is  not  at  all  clear  that  they  can 
deliver  over  the  long  haul.  In  addition  other  unions 
may  have  obligations  to  their  existing  membership 
which  would  make  them  hostile  to  professorial 
claims.  Last  year,  a  CUPE  official  on  the  Board  of 
Governors  at  Manitoba,  moved  to  freeze  certain 
professorial  salaries.  No  doubt  this  appealed  to  the 
majority  of  his  members  but  I  doubt  that  the 
professors  in  question  were  overjoyed. 

What  are  some  of  the  arguments  used  by 
proponents  of  affiliation  with  a  different  union 
central?  While  I  was  at  some  distance  from  the 
battle  at  St.  Mary's,  I  did  have  occasion  to  hear 
various  arguments  used  by  the  anti-CAUT  forces 
there.  They  said  that  another  union  had  more 
"clout";  that  the  CAUT  had  never  been  a  "real 
union";  that  the  CAUT  had  never  come  to  their 
aid   in   negotiating  before;   and  somewhat 


contradictorily,  that  another  central  would  give  the 
local  more  freedom.  I  may  not  be  putting  the  case 
for  the  other  side  as  well  as  one  of  its  own 
advocates,  but  I  did  hear  each  of  these  arguments. 
It  seems  easy  to  deal  with  them. 

On  "clout":  Clout  develops  when  the  members 
of  a  local  association  stand  behind  it,  support  it, 
and  make  it  work.  "Clout"  can  be  increased  by 
acquiring  powers  available  under  a  Labour 
Relations  Act  —  that  is,  by  certifying.  What 
affiliation  to  a  central  union  provides  is  not 
"clout",  but  expertise  and  research  needed  by  the 
local.  Other  union  centrals  are  approximately  as 
expert  on  academe  as  the  CAUT  would  be  on  the 
working  of  an  auto  plant. 

On  a  "real  union":  The  CAUT  has  been 
assisting  faculty  members  and  local  associations  to 
negotiate  working  conditions  of  all  sorts  for  25 
years.  No  one  else  has.  What  makes  a  "real 
union",  surely,  is  not  a  title  like  the  Canadian 
Union  of  University  Professors,  but  the  desire  and 
ability  to  assist  our  members  constructively, 
working  from  intimate  knowledge  of  their 
problems.  The  CAUT  has  clearly  stated  that  the 
formation  of  a  local  union  is  to  be  encouraged 
whenever  the  local  membership  wants  one,  and 
that  the  union  will  be  a  welcome  member  of  the 
CAUT.  What  else  is  needed  to  make  the  CAUT  a 
"real  union"? 

On  CAUT  assistance  for  negotiations:  The  St. 
Mary's  local  had  never  before  asked  for  such 
assistance:  the  newiy-formed  union  has  had  the 
benefit  of  assistance  in  organizing,  and  in  planning 
and  negotiating  its  first  agreement,  as  have  other 
member  unions  and  associations  when  they  have 
asked  for  it. 

On  local  freedom:  The  CAUT  has  never 
intervened  in  local  affairs  without  an  invitation  — 
because  that  is  the  way  our  members  have 
constituted  the  organization.  The  dangers  which 
exist  in  the  constitutions  of  most  union  centrals  — 
which  include  the  possibility  of  trusteeships  for 
locals,  and  summary  suspensions  of  individual 
members  are  scarcely  compatible  with  the  quality 
of  freedom  academics  demand  for  themselves  and 
their  associations. 

The  arguments  will  be  around  for  a  while  yet, 
no  doubt.  What  is  needed  from  the  CAUT  comes 
in  two  parts:  the  first,  which  has  been  developed  in 
the  last  two  years,  is  a  thorough  understanding  of 
the  workings  of  labour  law  and  its  application  to 
university  faculty.  The  second,  which  will  develop 
this  year,  is  an  enlarged  staff  that  can  provide 
expert  assistance  on  all  aspects  of  unionization  — 
on  organizing,  on  planning  the  first  agreement,  on 
getting  certified,  on  negotiating  —  to  our  member 
locals  who  need  it.  When  such  services  are  readily 
available,  I  expect  that  there  will  no  longer  be  any 
question  about  the  value  of  maintaining  the 
traditional  CAUT  ties  —  even  in  a  union  context. 

Professor  Bigelow  is  the  Chairman  of  the 
CA  UT  Committee  on  Collective  Bargaining. 


Page  18  —  CAUT  Bulletin  ACPL  September/ Septembre  1974 


GUIDELINES  ON  COLLECTIVE  BARGAINING 


The  CAUT  Board  in  June  1973  adopted  interim 
guidelines  which  are  printed  in  the  CA  UT  Hand- 
book, pp.  126-127.  In  March  1974  the  Board  ap- 
proved amendments  proposed  by  the  Collective 
Bargaining  Committee.  The  following  guidelines 
have  been  approved  by  the  CAUT  Council. 

The  CAUT  recognizes  that  collective  bargain- 
ing can  be  an  effective  means  to  obtain  its  objec- 
tives—  to  defend  academic  freedom  and  "to 
promote  the  interests  of  teachers  and  researchers  in 
Canadian  universities  and  colleges,  to  advance  the 
standards  of  their  profession,  and  to  seek  to  im- 
prove the  quality  of  higher  education."  (CAUT 
Constitution,  Section  11.21) 

It  is  particularly  important  that  faculty 
associations  seeking  to  secure  a  collective  bargain- 
ing agreement  either  through  voluntary  recognition 
or  through  certification  should  ensure: 

1.  That  the  objectives  of  the  proposed  collective 
agreement  be  made  clear  to  the  membership 
and  agreed  to  by  them  before  a  formal  request 
for  voluntary  recognition  or  certification  is 
made.  (This  does  not  preclude  assistance  to 
faculty  associations  who  have  taken  the  legal 
steps  to  obtain  certification  prior  to  the  passing 
of  the  Interim  Policy  Statement.) 

2.  That  the  terms  of  any  agreement  ensure  that  the 
conditions  of  employment  sought  allow  the 
realization  and  defence  of  the  principles  of  the 
CAUT,  in  particular: 

(a)  explicit  guarantees  concerning  academic 
freedom  and  tenure  as  defined  by  the 
CAUT  through  its  policy  statements  and 
guidelines  regarding  appointments  and 
other  matters  involving  the  contractual, 


academic  and  individual  rights  of 
professors; 

(b)  procedures  and  provisions  which  ensure 
the  participation  of  faculty  members  in  the 
governance  of  the  university  including 
formal  participation  by  faculty  members  in 
tne  governmental  structure. 

3.  That  the  terms  of  any  agreement  ensure  the 
creation  of  a  clearly  defined  procedure  for  the 
prompt  consideration  of  problems  and 
grievances  to  which  any  affected  individual 
faculty  member  or  group  of  faculty  shall  have 
full  access. 

4.  That  the  collective  barganing  agreement  should 
guarantee  the  right  of  the  individual  to  proceed 
himself  to  arbitration  in  cases  of  dismissal  for 
cause. 

5.  Prior  to  the  signing  of  a  collective  agreement, 
there  should  be  a  formal  written  agreement 
between  the  CAUT  and  the  local  association 1 
that  in  the  case  of  grievances  which  involve  non- 
renewal, denial  of  tenure  or  refusal  of  promo- 
tion leading  to  non-renewal  (for  dismissal  see 
clause  4)  where  the  local  has  the  sole  power  to 
decide  whether  or  not  there  will  be  an  arbitra- 
tion of  grievances,  the  professor  concerned  may 
appeal  to  CAUT  the  local's  refusal  to  proceed 
to  arbitration.  In  such  a  case,  the  CAÛT  may 
request  the  local  to  submit  the  matter  to  ar- 
bitration, and  the  local  shall  then  do  so.  The 
agreement  between  the  CAUT  and  the  local 
shall  specify  that  in  such  a  circumstance  the 
CAUT  will  name  those  who  are  to  argue  the 
case,  and  shall  share  the  costs  of  arbitration 
with  the  university. 


6.  That  the  CAUT  endorse  the  principle  of  one- 
man  arbitrations  in  collective  agreements 
provided  that  a  three-man  panel  be  available  as 
an  option  to  either  party  in  arbitrations  in- 
volving non-renewal,  denial  of  tenure,  denial  of 
promotion  leading  to  non-renewal  and  dismisal 
for  cause.  Such  an  option  would  also  be 
preferable  for  collective  grievances  brought  by 
the  Association  (union  grievances). 

7.  That  CAUT  reaffirm  the  principle  endorsed  in 
the  Policy  Statement  on  Academic  Ap- 
pointments and  Tenure  that  arbitrators  should 
be  chosen  outside  the  particular  university 
where  the  case  occurs.  Such  arbitrators  should 
be  familiar  with  the  customs,  practices,  nature 
and  spirit  of  the  academic  community. 

8.  That  there  should  be  provisions  in  the  agree- 
-    ment  to  accommodate  affirmatively  asserted 

conscientious  objection  to  membership  in  the 
association  through  an  arrangement  whereby  the 
dues  are  remitted  either  to  the  association  or  to 
an  alternative  recipient  agreed  to  by  both  the 
association  and  the  university. 

9.  That  the  constitution  of  the  association  express- 
ly provide  that  an  individual  faculty  member  or 
a  group  of  faculty  members  can  appeal  to  the 
CAUT,  without  prejudice  to  their  rights  or 
standing  in  the  association,  and  that  the  associa- 
tion can  also  appeal  to  the  CAUT  in -any  case 
where  there  is  a  disagreement  between  the  in- 
dividual faculty  member  or  group  of  faculty 
members  and  the  association.  (This  clause  has 
been  referred  to  the  Collective  Bargaining  Com- 
mittee for  further  study.) 

1.  The  exact  nature  of  affiliation  between  locals  and  the  CAUT  and  the 
relationships  among  locals,  CAUT  and  provincial  faculty  associations  in 
cases  where  provincial  associations  exist  may  require  further  clarification 
and  discussion. 


DIRECTIVES  EN  MATIÈRE  DE  NÉGOCIATION 
COLLECTIVE 


Le  bureau  de  l'A.C.P.U.  a  adopté  en  juin  1973 
un  énoncé  provisoire  de  politique  en  matière  de 
négociation  collective  qui  figure  aux  pages  132  et 
133  du  Guide  de  l'A.C.P.U.  En  mars  1974,  le 
Bureau  a  approuvé  les  modifications  proposées  par 
le  Comité  de  la  négociation  collective.  Les  direc- 
tives suivantes  ont  été  approuvées  par  le  Conseil  de 
l'A.C.P.U. 

L'A.C.P.U.  reconnaît  que  la  négociation  collec- 
tive peut  être  un  moyen  efficace  d'atteindre  ses 
objectifs,  c'est-à-dire  de  défendre  la  liberté  univer- 
sitaire et  «  de  défendre  les  intérêts  des  professeurs  et 
des  chercheurs  des  universités  et  collèges  du 
Canada,  de  travailler  au  relèvement  des  normes  de 
leur  profession  et  de  chercher  à  améliorer  la  qualité 
de  l'enseignement  supérieur  au  Canada.  »  (Règle- 
ment de  l'A.C.P.U.  Section  11.2.1.) 

Il  est  particulièrement  important  que  les 
associations  de  professeurs,  lorsqu'elles  s'efforcent 
d'aboutir  à  la  signature  d'une  convention  collective, 
soit  par  le  biais  de  la  reconnaissance  volontaire,  soit 
par  le  biais  d'une  accréditation,  fassent  en  sorte: 

1 .  Que  les  objectifs  de  la  convention  collective  en 
vue  soient  clairement  expliqués  aux  membres  et 
reçoivent  leur  approbation  avant  la  demande 
officielle  de  reconnaissance  volontaire  ou  d'ac- 
créditation. (Cela  n'interdit  pas  d'aider  les 
associations  de  professeurs  qui  avaient  déjà  pris 
les  dispositions  prévues  par  la  loi  pour  obtenir 
l'accréditation,  avant  l'adoption  des  présentes 
directives.) 

2.  Que  les  termes  de  la  convention  garantissent,  en 
ce  qui  concerne  les  conditions  d'emploi,  la 
réalisation  concrète  et  la  défense  des  principes 
de  l'A.C.P.U.,  et  comportent  en  particulier: 

-  a.  des  garanties  expresses  touchant  la  liberté 
universitaire  et  la  permanence,  telles  qu'elles 
sont  définies  par  l'A.C.P.U.  dans  ses 
énoncés  de  politique  et  ses  directives 


touchant  les  nominations  et  les  autres 
questions  relatives  aux  droits  contractuels, 
professionnels  et  individuels  des  professeurs; 

b.  des  mécanismes  et  dispositions  propres  à 
assurer  la  participation  des  professeurs  à  la 
gestion  universitaire  et  notamment  la  par- 
ticipation des  professeurs  aux  différentes 
instances  académiques. 

3.  Que  les  termes  de  l'accord  garantissent  la  créa- 
tion d'une  procédure  nettement  définie  en  vue 
de  l'étude  expéditive  des  problèmes  et  des 
plaintes,  procédure  qui  serait  pleinement 
accessible  à  tout  professeur  ou  groupe  de 
professeurs  en  cause. 

4.  Que  la  Convention  collective  garantisse  à  tout 
professeur  le  droit  de  recourir  personnellement 
à  l'arbitrage  dans  les  cas  de  révocation  motivée. 

5.  Que,  avant  la  signature  d'une  Convention 
collective,  l'A.C.P.U.  et  l'association  locale1  se 
soient  formellement  entendues  par  écrit  pour 
que,  dans  les  cas  de  griefs  touchant  le  non- 
renouvellement,  les  refus  de  la  permanence  ou  le 
refus  d'un  avancement  aboutissant  au  non- 
renouvellement  (voir  l'article  4  pour  les  cas  de 
révocation),  pour  lesquels  l'Unité  syndicale  a 
seule  le  pouvojr  de  décider  s'il  convient  ou  non 
de  porter  le  grief  en  arbitrage,  le  professeur  en 
cause  ait  la  possibilité  d'en  appeler  à  l'A.C.P.U. 
du  refus  de  l'Unité  syndicale  de  porter  sa  cause 
en  "arbitrage.  Dans  un  tel  cas,  l'A.C.P.U.  peut 
demander  à  l'Unité  syndicale  de  soumettre  la 
question  à  l'arbitrage,  et  l'Unité  syndicale  doit 
alors  s'exécuter.  L'entente  entre  l'A.C.P.U.  et 
l'Unité  syndicale  doit  spécifier  que,  dans  un  tel 
cas,  l'A.C.P.U.  nommera  les  défenseurs  de  la 
cause  et  partagera  les  frais  de  l'arbitrage  avec 
l'Université. 


6.  Qu'il  soit  clair  que  l'A.C.P.U.  approuve  le  prin- 
cipe de  commissions  d'arbitrage  composées 

.  d'une  seule  personne  en  matière  de  convention 
collective,  à  condition  que  chacune  des  parties 
ait  la  possibilité  d'opter  pour  une  commission 
de  trois  membres  dans  les  causes  de  non- 
renouvellement,  de  refus  de  la  permanence,  de 
refus  d'avancement  aboutissant  au  non- 
renouvellement  et  de  révocation  motivée.  Une 
telle  option  serait  également  préférable  dans  les 
cas  de  grief  collectif  présenté  par  l'Association 
(revendications  syndicales). 

7.  Qu'il  soit  clair  que  l'A.C.P.U.  exige,  conformé- 
ment à  l'énoncé  de  principes  relatif  à  la  nomina- 
tion des  professeur  et  à  la  permanence  de 
l'emploi,  que  les  arbitres  soient  choisis  à 
l'extérieur  de  l'Université  où  le  litige  se  produit. 
De  tels  arbitres  doivent  être  bien  au  courant  des 
usages^  des  méthodes,  de  la  nature  et  de  l'esprit 
du  milieu  universitaire. 

8.  Que  la  convention  collective  prévoie  que  les 
professeurs  qui  refusent  par  principe  d'ap- 
partenir au  syndicat  puissent  remettre  les 
cotisations  soit  au  syndicat,  soit  à  un  autre 
bénéficiaire  accepté  par  le  syndicat  et  par 
l'université. 

9.  Que  la  constitution  du  syndicat  autorise 
expressément  un  professeur  ou  un  groupe  de 
professeurs  à  faire  appel  à  l'A.C.P.U.,  sans 
préjudice  de  leurs  droits  ou  de  leur  situation  au 
sein  de  l'association,  et  que  le  syndicat  puisse 
lui-même  faire  appel  à  l'A.C.P.U.  en  cas  de 
désaccord  entre  un  professeur  ou  un  groupe  de 
professeurs  et  l'association.  (Cet  article  a  été 
renvoyé  pour  complément  d'étude  au  Comité  de 
la  négociation  collective.) 

1.  Il  se  peut  qu'il  soit  nécessaire  de  clarifier  davantage  la  nature  exacte  de 
l'affiliation  entre  l'association  locale  et  l'A.C.P.U  de  même  que  les 
relations  entre  l'association  locale,  l'A.C  P.U.  el  l'association  provinciale 
dans  les  cas  où  existe  telle  association  provinciale. 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  19 


What  will  C  AUT  do  ? 


If  a  faculty  association  decides  to  consider  seriously  collective  bargaining  or  to  proceed  to 
certification,  it  can  count  on  a  range  of  services  from  CAUT.  CAUT  has  professional  officers  who  have 
the  experience  and  knowledge  to  assist  local  associations  in  considering  the  pros  and  cons,  drafting  and 
presenting  a  bid  for  certification  to  a  labour  board,  preparing  proposals  and  conducting  negotiations. 
All  it  requires  is  a  letter  or  telephone  call  to  the  Executive  Secretary,  Donald  C.  Savage  in  Ottawa,  66 
Lisgar  Street,  K2P  0C1  or  to  Marie-Claire  Pommez  at  the  same  address  and  phone  number.  (Telephone 
is  613-237-6885.) 

The  CAUT  has  set  up  a  collective  bargaining  fund  to  assist  local  associations  in  the  process  of 
securing  certification.  Last  year  funds  were  provided  to  Manitoba,  Nelson  and  St.  Mary's. 

The  CAUT  has  created  a  standing  committee  on  collective  bargaining.  Its  chairman  is  Professor 
C.C.  Bigelow.  He  is  the  Chairman  of  the  Department  of  Biochemistry  at  Memorial  University  and  can  be 
reached  at  that  address.  The  other  members  are  Professors 
Bernard  Adell,  Faculty  of  Law,  Queen's  University 
M.  Jean-Denis  Gagnon,  Droit,  Montréal 
Roland  Penner,  Law,  University  of  Manitoba 
Joe  Rose,  Business  Administration,  University  of  New  Brunswick 
Mark  Thompson,  Faculty  of  Commerce,  University  of  British  Columbia 
Jill  Vickers,  Political  Science,  Carleton  University 
Marie-Claire  Pommez,  CAUT 

The  prime  purpose  of  the  committee  is  to  help  adapt  collective  bargaining  to  the  university  milieu. 
It  studies  particular  problems,  such  as  tenure  and  collective  bargaining,  the  continuation  of  rights  and  the 
like  in  order  to  provide  position  papers  for  interested  faculty  associations.  It  will  soon  be  issuing  a  primer 
on  collective  bargaining  similar  to  the  one  on  tenure  which  is  to  be  found  in  the  CA  UT  Handbook.  The 
Executive  of  CAUT  has  also  authorized  a  clause  finder  to  ensure  that  faculty  bargainers  have  all  the 
Canadian  precedents  at  their  finger  tips.  This  will  be  issued  in  sections,  and  the  first  will  deal  with  dis- 
missal. Members  of  the  committee  also  join  with  other  faculty  members  who  have  experience  in  this  area 
to  form  a  "flying  circus"  which  is  available  to  associations  who  desire  discussion  of  the  merits  and 
problems  of  collective  bargaining.  Any  requests  should  be  made  to  the  Executive  Secretary  of  CAUT, 

Finally  CAUT  has  issued  a  set  of  guidelines  in  the  area  of  collective  bargaining  which  are  to  be 
found  elsewhere  in  this  issue.  These  guidelines  reflect  the  desire  of  CAUT  to  ensure  that  collective 
bargaining  becomes  an  agency  for  securing  the  ends  of  the  association  and  defending  the  contractual  and 
economic  rights  of  its  members.  It  is  not  an  easy  task  to  reconcile  individual  and  collective  rights,  but 
CAUT  is  determined  that  collective  bargaining  will  be  our  servant  and  not  our  master. 


Foronîy^amonth, 
well  give  you  the 
key  to  our  bank* 


CANADIAN  IMPERIAL 

BANK  OF  COMMERCE 


USA  and  UK...  Cont'd  from  p.  16 

proximately  80,000  faculty  members— an  eightfold 
increase  since  1968.  The  list  includes  the  City 
University  of  New  York,  all  the  campuses  of  the 
State  University  of  New  York,  the  entire  college 
systems  of  New  Jersey  and  Pennsylvania,  Rutgers 
including  the  medical  college,  St.  John's  University 
in  New  York  and  the  University  of  Rhode  Island. 
All  publicly  supported  universities  and  colleges  in 
Florida  will  soon  choose  agents  as  will  the  Univer- 
sity of  Hawaii.  Not  everyone,  however,  has  been 
convinced.  Both  Syracuse  and  New  York  Universi- 
ty voted  recently  against  certification. 

However,  the  trend  is  almost  certain  to  continue 
if  only  because  of  one  of  the  pecularities  of 
American  law.  •  American  universities,  unlike 
Canadian,  are  clearly  defined  as  private  or  public. 
Faculty  at  public  universities  are  governed  by  the 
legislation  designed  for  civil  servants  which  in  the 
majority  of  states  prohibits  or  impedes  collective 
bargaining.  This  is  why  unionization  has  been 
restricted  to  certain  states  such  as  New  Jersey,  New 
York,  Pennsylvania,  Rhode  Island,  Massachusetts, 
Michigan  and  Hawaii.  However,  a  great  many 
states  are  currently  considering  legislation  to  allow 
collective  bargaining  in  the  public  service,  and  a  fair 
number  are  expected  to  act  in  favour  within  the 


a  great  many  states  are  currently  con- 
sidering legislation  to  allow  collective 
bargaining  in  the  public  service.  This 
will  allow  university  faculty  to  organize 


coming  academic  year.  This  in  turn  will  allow 
university  faculty  to  organize,  and  most  observers 
expect  that  they  will  do  just  that.  Private 
universities  of  a  reasonable  size  may  certify  under 
the  National  Labour  Relations  Board  and 
judgments  over  the  past  two  years  suggest  that 
there  are  few  barriers  to  impede  those  who  wish  to 
do  so. 

In  the  United  Kingdom  the  British  Association 
of  University  Teachers  (AUT)  has  also  taken  the 
path  into  collective  bargaining.  From  its  founda- 
tion in  1919  until  recently  the  AUT  eschewed  such 
formal  arrangements  and  concentrated  on  informal 
methods,  particularly  in  the  area  of  salaries  and 
fringe  benefits.  However,  the  decision  of  the  Heath 
government  to  introduce  the  Industrial  Relations 
Act  impelled  many  independent  professional 
groups  to  seek  or  to  consider  certification  as  a 
union.  The  AUT  chose  this  course  of  action  and 
formally  became  a  trade  union  as  did  practically  all 
of  its  locals.  Their  decision  must  also  be  seen  in  the 
context  of  the  rapid  expansion  of  British  univer- 
sities and  the  consequent  lessening  of  the"  effec- 
tiveness of  gentleman's  agreements.  The  centralized 
negotiation  of  salaries  and  other  economic  matters 
in  the  United  Kingdom  facilitates  the  decision.  As 
David  Crevier  pointed  out  in  his  article  on  the 
British  Universities  Grants -Commission  in  the 
March  1974  Bulletin  (Vol.  22.  No.  4),  the  AUT 
participates  in  a  two-stage  collective  bargaining 
process,  first  with  the  vice-chancellors  of  the  univer- 
sities and  then  with  the  government.  Traditionally 
the  AUT  has  left  matters  of  academic  freedom  and 
the  procedures  for  dealing  with  faculty  contracts 
other  than  on  the  economic  side  to  its  local 
associations.  However,  in  the  last  year  the  AUT  has 
moved  decisively  to  negotiate  terms  and  conditions 
of  employment  as  well  as  salaries.  The  AUT  also 
negotiates  for  librarians  and  university  ad- 
ministrators. One  symbol  of  the  change  in  the  AUT 
was  the  choice  of  a  non-academic  as  the  general 
secretary.  The  choice  fell  on  a  barrister  and  trade 
union  leader.  The  AUT  also  has  some  opposition 
from  ASTMS  (Association  of  Scientific,  Technical 
and  Managerial  Staff)  but  this  is  not  nearly  so 
significant  as  the  cdmpetition  to  the  AAUP  in  the 
United  States  and,  at  the  moment,  seems  centred  on 
the  question  of  who  should  represent  graduate 
assistants. 


Page  20  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


BOOKS 


Arbitration  at  a  Glance 

Collective  Bargaining  Agreements  in  Higher  Education 
Faculty  Bargaining  in  the  Seventies 
Faculty  Power  :  Collective  Bargaining  on  Campus 
University  Collective  Bargaining  :  US  Models 
Encountering  the  Unionized  University 


LIVRES 


Welcome  new  insights  into  unionization 
campus 


Encountering  the  Unionized  University,  edited  by  Jack  H.  Schuster  New 
Directions  for  Higher  Education,  Volume  II,  Number  I,  Sequential  Number 
5.  San  Francisco:  Jossey-Bass,  Inc.,  Spring  1974.  Pp.  106. 


The  pace  of  the  advance  of  collective  bargaining 
in  North  American  colleges  and  universities  is 
rapidly  being  matched  by  the  quantity  of  literature 
devoted  to  the  issues  of  faculty  unionization.  This 
collection  of  articles  attempts  to  identify  several 
trends  emerging  from  the  complex  situation  that 
presently  exists. 

For  some  academic  persons,  collective  bargain- 
ing comes  as  a  welcome  solution  to  the  problem  of 
establishing  increased  participation  in  decision- 
making in  the  face  of  apparently  arbitrary,  insen- 
sitive administrations  and  accountability-minded 
politicians;  for  others  it  signifies  the  beginning  of 
the  end  of  an  era  of  cosy,  collégial,  shared 
authority,  and  portends  disastrous  and  irreversible 
changes  in  faculty  culture  and  institutional  gover- 
nance. Due  to  the  recent  appearance  of  collective 
bargaining  and  the  scarcity  of  comprehensive 
studies  of  the  effects  of  its  introduction  in  a  variety1 
of  academic  settings,  it  is  perhaps  too  soon  to  assess 
the  reality  of  these  basic  hopes  or  recurrent  fears. 
Nevertheless,  collective  bargaining  is  rapidly 
becoming  established  as  a  fact  of  academic  life  and 
any  new  insights  on  its  problems  and  probable  con- 
sequences are  welcome  indeed. 

The  effects  of  unionization  on  institutional 
governance  is  a  topic  on  which  experience  and  opi- 
nion equally  may  support  pessimistic  or  optimistic 
conclusions.  Theoretically,  the  collective  bargain- 
ing model  and  the  shared  authority  model  appear 
to  exhibit  basically  incompatible  features;  in  prac- 
tice, however,  the  ideals  of  shared  authority  may  be 
fortified  through  collective  bargaining  by  for- 
malizing established  practices  or  .  gaining  legal 
status  for  new  procedures.  A  belief  in  the  possibility 
of  the  peaceful  coexistence  of  academic  values  and 
bargaining  techniques  appears  to  have  supplanted 
the  either-or  dichotomy  of  some  earlier 
assessments,  particularly  in  the  light  of  new  ap- 
proaches that  have  modified  the  inappropriate 
elements  of  the  industrial  model  of  unionism.  The 
discussion  of  recent  experiences  in  dealing  with 
such  problems  as  the  dependence  on  outside  agents, 
the  incorporation  of  governance  provisions  into 
contracts,  the  resolution  of  jurisdictional  conflicts, 
and  management  rights,  supplies  a  much-needed 
background  for  understanding  this  vexing  problem. 
Due  to  the  difficulty  in  distinguishing  academic  and 
governance  issues,  some  institutions  may  be 
heading  for  a  compromise  situation  in  which 
faculty,  through  their  unions,  make  gains  in  the 
former  area  while  the  administration  preserves 
supremacy  in  the  latter  sphere.  Persistent  apathy  on 
the  part  of  faculty  in  matters  of  governance  will 
hasten  his  trend  and,  like  the  citizens  of  the  larger 
political  state,  they  will  get  the  form  of  governance 
they  deserve. 

One  of  the  more  unusual  theses  presented  in  this 
book  is  the  proposition  that  the  major  threat  to 
higher  education  is  not  collective  bargaining,  but 
lies  in  forces  outside  the  academy,  to  which  collec- 
tive bargaining  is  a  response.  In  this  view,  the  over- 
concern  for  the  impact  of  collective  bargaining  on 
internal  relationships  and  decision-making 
processes  is  misplaced  and  must  be  countered  by 
greater  attention  to  external  political  and  economic 
developments.  An  immediate  implication  of  this 
proposal,  of  course,  is  the  requirement  of  closer 
alliances  with  organized  labour.  This  socialist- 
inspired  insight  perhaps  will  gain  more  support 
from  the  younger,  underpaid  faculty  of  marginal 
colleges  than  from  the  wealthy  professors  of 
affluent,  established  universities.  The  further  claim 
that  noneconomic  issues  at  the  bargaining  table 


have  basically  economic  roots  is  one  which  may  be 
disputed  on  ideological  grounds;  nevertheless,  there 
is  more  than  a  grain  of  truth  in  the  observation  that 
increased  agitation  for  improved  salaries,  promo- 
tion policies,  tenure  regulations,  sabbatical  leaves, 
and  the  like,  reflects  the  current  economic  scarcity 
and  depression  in  higher  education.  At  the  same 
time,  it  is  useful  to  be  reminded  that  the  traditional 
academic  freedom  in  teaching,  curriculum,  and 
research  also  may  be  jeopardized  through 
budgetary  constraints  determined  on  the  ad- 
ministrative policy-making  level,  with  little  or  no 
faculty  consultation.  The  threat  of  greater 
managerial  control  by  administrators  or  govern- 
ment officials,  therefore,  is  the  ground  upon  which 
collective  bargaining  can  be  regarded  as  an  internal, 
conservative,  and  defensive  tactic  on  the  part  of 
faculty  to  a  problem  essentially  external  to  the  uni- 
versity, one  to  which  a  response  must  be  made  in 
terms  of  the  broadest  possible  perspective. 

The  influence  of  collective  bargaining  on  the 
behaviour  of  administrators  is  a  topic  which  has 
seldom  received  sufficient  attention.  If  the 
arguments  presented  in  this  book  are  correct,  there 
is  reason  to  believe  that  the  role  of  management  in 
higher  education  can  actually  be  strengthened  un- 
der collective  bargaining.  Pressures  for  efficiency 
and  accountability  have  been  felt  by  administrators 
before  the  arrival  of  faculty  unionism,  but  un- 
doubtedly they  will  be  intensified  in  the  new 
situation.  Participation  in  the  bargaining 
relationship  will  yield  certain  dividends  for 
management:  improved  methods  of  data  collection, 
storage,  retrieval,  and  accuracy,  enhanced  channels 
of  communication,  more  effective  decision-making 
procedures,  and  increased  awareness  of  ad- 
ministrative priorities.  The  relative  stability  of 
agreements  over  a  period  of  time  and  the  delinea- 
tion of-respective^pheresof  action  coristiUitean -ad- 
ditional benefit  to  administrators  and  faculty  alike. 

In  discussions  of  faculty  collective  bargaining, 
an  inescapable  problem  lies  in  the  definition  of  the 
"faculty"  for  the  purposes  of  establishing  the 
bargaining  unit:  shall  it  encompass  part-time 
members  and  non-teaching  professionals,  along 
with  regular  staff  members?  If  they  are  included, 
some  substantial  power  shifts  may  be  expected  in 
faculty  decision-making.  Questions  concerning  the 
inclusion  of  department  chairmen  and  the  separate 


on 


recognition  of  faculty  members  by  disciplines  in 
determining  the  scope  of  the  bargaining  unit  pose 
additional  thorny  problems.  Whatever  may  be  the 
nature  of  their  resolution,  it  is  likely  that  hitherto 
unexplored  lines  of  involvement  will  develop  for 
specialists  in  areas  related  to  the  bargaining 
process.  The  stronger  voice  of  the  faculty  will 
require  the  active  participation  of  experts  in  law, 
politics,  economics,  business  administration,  and 
education,  in  the  negotiation  and  evaluation  of  con- 
tractual agreements. 

A  welcome  aspect  of  this  book  is  the  discussion 
of  the  probable  role  of  students  in  the  bargaining 
process,  for  an  assessment  of  the  nature  and  extent 
of  student  clout  has  not  been  a  prominent  feature  of 
most  accounts  of  faculty  collective  bargaining.  As 
the  reports  of  the  disparate  happenings  at  CUNY 
and  the  Massachussetts  State  College  System  in- 
dicate, experience  has  ranged  from  pitched  battle  to 
tripartite  bliss.  The  initial  instinctive  sympathy  of 
students  for  the  faculty  cause  cannot  be  counted  on 
in  the  future  as  their  political  wisdom  increases,  and 
with  it  their  awareness  of  what  they  have  to  gain  or 
lose  in  the  face  of  faculty  unionism. 

It  is  the  editor's  belief  that  bargaining  models 
developed  in  other  countries,  such  as  Great  Britain, 
Canada,  Sweden,  and  Israel,  have  little 
transferability  to  the  American  scene,  due  to  the 
diversity  and  decentralization  of  higher  education 
in  the  United  States.  However,  can  the  American 
experience  teach  us  in  Canada  anything  of  value? 
Perhaps,  if  only  we  can  discern,  among  the  richness 
and  confusion  of  the  American  panorama,  relevant 
experiences  which  can  fit  our  own  unique 
background  and  present  context*  In  this  search,  the 
present  volume  is  recommended  supplementary 
reading  to  Collective  Bargaining  for  University 
Faculty  in  Canada,  by  B.  L.  Adell  and  D.  D.  Carter. 

Unfortunately,  single  copies  of  this  book  are 
not  available;  it  must  be  ordered  by  subscription  to 
the  series  published  quarterly  (earlier  numbers  dealt 
with  faculty  development,  budgeting  strategies,  stu- 
dent services,  and  the  evaluation  of  learning  and 
teaching),  otherwise  in  quantities  of  five  or  more 
copies  at  $3.75, 'a  condition  which  local  faculty 
association  offices  easily  could  meet. 

James  B.  Hartman 


Arbitration  : 
a  guide 

to  the  amateur 


Arbitration  at  a  Glance  :  A  Manual  on  How  to  Prepare  and  Present  a  Grievance 
to  a  Board  of  Arbitration.  By  Chris  Tower.  Toronto:  Labour  Research 
Institute,  1973,  pp.  255-viii.  $10. 


Mr.  Tower,  a  staff  member  of  the  United 
Steelworkers  of  America,  has  prepared  a  handy 
guide  to  arbitration  proceedings.  Most  books  on 
arbitration  are  written  from  the  point  of  view  of  the 
arbitrator  or  the  labour  lawyer.  This  book, 


however,  is  intended  to  assist  the  union  represen- 
tative in  making  his  case  before  a  board  of  ar- 
bitration. It  takes  the  amateur  through  the  whole 
process  —  preparation,  opening  formalities,  briefs, 
procedure,  examination  of  witnesses,  argument, 
summation.  It  also  includes  some  useful  appendices 
on  particular  points  such  as  a  series  of  summarized 
cases  involving  the  circumstance  in  which  the  union 
can  put  a  grievance,  a  discussion  of  onus  in  dis- 
charge and  discipline  cases,  another  on  the  Tanser 
principle  in  relation  to  discipline  for  incompetence 
plus  some  sample  briefs.  Mr.  Tower  has  succeeded 
in  his  task  for  he  has  created  a  practical  and  useful 
book  for  the  layman. 

Donald  C.  Savage 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  21 


Richesse  de  l'information  sur  l'état  de  la  syndicalisation 

et  de  la  négociation  collective  dans  l'enseignement  supérieur  américain 


Faculty  Bargaining  in  the  Seventies,  Terence  N.  Tice  (Éditeur).  408  pagei, 
publié  en  1973  par  The  Institute  of  Continuing  Legal  Education. 


«  Faculty  Bargaining  in  the  Seventies  »  a  été 
rédigé  par  un  groupe  d'auteurs  rattachés  au 
domaine  des  relations  de  travail,  en  leur  qualité  de 
professeurs,  de  fonctionnaires  gouvernementaux  ou 
d'administrateurs  dans  le  domaine  de  l'éducation. 
Le  livre  est  divisé  en  trois  parties.  La  première,  in- 
titulée «  The  Approach  to  Bargaining  »,  analyse  sur- 
tout les  aspects  légaux  de  la  négociation  collective 
dans  la  fonction  publique  et  dans  l'enseignement  en 
particulier;  elle  comprend  5  chapitres.  La  deuxième, 
intitulée  «The  Bargaining  Process  »,  présente  les 
aspects  techniques  de  la  négociation  et  de  l'applica- 
tion des  termes  d'une  entente  négociée  dans  le  con- 
texte de  l'enseignement  supérieur;  elle  comprend  5 
chapitres.  La  troisième,  intitulée  «The  Situation  in 
the  States»,  présente  une  analyse  exhaustive  de  la 
situation  à  travers  les  Etats-Unis.  Le  livre  se  ter- 
mine par  une  série  d'annexés  et  une  intéressante 
bibliographie  de  35  pages  sur  la  négociation  collec- 
tive dans  le  secteur  public  et  dans  l'enseignement 
supérieur. 

La  valeur  principale  de  cet  ouvrage  réside  dans 
la  richesse  de  l'information  qu'il  nous  fournit  sur 
l'état  de  la  syndicalisation  et  de  la  négociation 
collective  dans  l'enseignement  supérieur  américain. 
Mentionnons  d'abord  que  l'enseignement 
supérieur,  tel  que  défini  dans  l'ouvrage,  englobe 
tout  l'enseignement  qui  se  situe  au-dessus  du  niveau 
«  High  School  ».  On  y  distingue  fondamentalement 
trois  types  d'établissement:  les  universités,  les  «4- 
year  colleges  »  et  les  «  2-year  colleges  »;  on  distingue 
également  les  établissements  publics  et  les 
établissements  privés. 

L'une  des  préoccupations  du  livre,  et  l'une  de 
ses  qualités,  est  de  présenter  la  situation  de  la  syn- 
dicalisation dans  l'enseignement  supérieur  dans  le 
contexte  plus  général  et  déterminant  de  la  situation 
qui  prévaut  dans  l'ensemble  du  secteur  public 
américain.  Sur  ce  point,  le  livre  de  T.  Tice  nous 
fournit  des  renseignements  intéressants. 

«  Thirty-seven  states  now  have  some  form  of 
legislation  or  regulation  affecting  labor- 
management  relations  in  the  public  sector... 
Only  one-third  of  these  thirty-seven  states, 
perhaps  less,  have  statute  that  measure  up  to 
any  standard  which  permits  a  viable  labor- 
management  relationship  to  develop.  » 

« . .  .Of  the  thirty-seven  states  only  seventeen 
have  legislation  that  in  some  manner  affects 
faculty  members  at  public  institutions.  The 
remainder  have  laws  that  exclude  faculty 
members  or  that  affect  only  local  governmental 
employees,  teachers,  police,  firemen,  nurses  or 
classified  state  employees  »  (pages  8  et  9). 

C'est  dans  ce  contexte  relativement  peu 
développé  des  relations  de  travail  dans  le  secteur 
public  américain  qu'il  faut  analyser  l'effort  de  syn- 
dicalisation dans  l'enseignement  supérieur. 

Cet  effort  est  donc  très  variable  d'un  état  à 
l'autre  et  d'une  région  à  l'autre  et  sur  ce  point  la 
troisième  partie  du  volume  (pp.  177  à  238)  donne 
une  excellente  description  de  la  situation.  Elle  nous 
apprend  que  parmi  les  194  unités  de  négociation 
connues  en  date  d'avril  1973,  172  se  trouvaient  dans 
le  secteur  public  (dans  288  établissements  ou  cam- 
pus) et  22  dans  le  secteur  privé  (dans  26 
établissements  ou  campus);  que  89  de  ces  314 
établisse:  >  jnts  ou  campus  se  situaient  dans  l'État  de 
New  York,  34  au  Michigan,  27  au  New  Jersey,  26  à 
Washington.  25  en  Pennsylvanie,  etc. . .;  que  273  de 
ces  314  établissements  ou  campus  se  trouvaient 
dans  9  étàfcs  tous  des  états  industriels  du  nord-est 
ou  du  mid-west;  que  ces  unités  de  négociation 
regroupaient  78,750  personnes,  dont  environ  la 
moitié,  38,195,  dans  l'État  de  New  York;  que  ce 
nombre  regroupe  environ  15%  du  personnel  ensei- 
gnant à  plein  temps  dans  les  établissements  publics; 
que  parmi  ces  314  établissements,  la  grande 
majorité,  ->oit  203,  sont  des  «  2-year  colleges  »,  90 
sont  des  "4 -year  collèges»  et  seulement  21  sont  des 
universités,  dont  1 1  publiques  et  10  privées;  que  les 
syndiqués  sont  regroupés  principalement  en  trois 


grandes  associations:  l'American  Association  of 
University  Professors  (AAUP),  majoritaire  dans  les 
universités,  l'American  Federation  of  Teachers 
(AFT)  affiliée  à TAFL-CIO,  et  la  National  Educa- 
tion Association  (NEA),  ces  deux  dernières  étant 
majoritaires  dans  les  «  2-year  et  4-year  colleges  ». 

Ce  dernier  point  d'information  permet  de  cons- 
tater que  le  problème  des  enseignants  face  à  la 
question  de  l'unité  syndicale  existe  également  outre- 
frontière et  que  ce  problème  est  d'autant  plus  im- 
portant qu'on  s'élève  dans  le  niveau  de  l'enseigne- 
ment supérieur.  Rappelons  à  ce  sujet,  qu'au 
Québec,  seul  le  Syndicat  des  Professeurs  de 
l'UQAM  est  affilié  à  une  centrale  ouvrière,  la  CSN. 

Ce  point  n'est  certes  pas  le  seul  que  nous  ayons 
en  commun  avec  nos  collègues  américains.  En  effet 
la  première  partie  du  volume  de  T.  Tice  nous 
permet  de  constater,  malgré  de  nombreuses 
répétitions  qui  auraient  pu  être  évitées  d'un 
chapitre  à  l'autre,  que  des  problèmes  tels  la 
définition  de.  l'unité  d'accréditation  et  de 
l'employeur,  la  forme  de  négociation,  les  moyens 
d'action  à  entreprendre,  sont  l'objet  de  discussions 
dans  les  universités  américaines  comme  dans  les 
universités  canadiennes.  En  ce  qui  concerne  la 
définition  de  l'unité  d'accréditation,  mentionnons 
les  problèmes  de  l'inclusion  ou  de  l'exclusion  dés 
professeurs  de  droit  et  des  directeurs  de 
département.  Par  rapport  à  la  forme  de 
négociation,  l'ouvrage  évalue  les  «avantages» 
respectifs  des  diverses  formes  de  regroupement; 
syndicat,  association,  sénat  académique.  Par 
rapport  aux  moyens  de  pression,  le  débat  bien 
connu  sur  le  bien-fondé  ou  la  nécessité  éventuelle 
de  recourir  à  la  grève  est  également  soulevé. 

C'est  par  rapport  à  ce  type  de  questions  d'une 
importance  primordiale  et  surtout  dans  la  deuxième 
paçtie  du  volume  où  l'aspect  pratique  et 
organisationnel  de  la  négociation  est  analysé,  que  le 
volume  de  Tice  nous  cause  certaines  déceptions.  Et 
cela  tient  sans  aucun  doute  à  l'optique  dans  laquelle 
cet  ouvrage  a  été  conçu.  Comme  malheureusement 
beaucoup  trop  d'ouvrages  universitaires  le  font,  le 
livre  de  Tice  se  situe  essentiellement  «  au-dessus  » 
des  parties  en  cause  dans  la  négociation  et  vise  à 
donner  à  l'une- comme  à  l'autre  des  conseils  qui 
devraient  permettre  un  déroulement  harmonieux 
des  négociations.  C'est  en  ce  sens  que  la  négociation 
est  analysée  beaucoup  plus  comme  un  «  modèle  »  ou 
une  forme  possible  de  dialogue  entre  deux  parties  à 
choisir  parmi  d'autres  dans  le  contexte  traditionnel 
de  la  recherche  des  intérêts  de  la  «  communauté 
universitaire»,  et  non  pas  comme  un  rapport  de 
force  entre  deux  parties  ayant  des  intérêts  divergents, 
imposé  par  la  réalité  objective  de  la  dégradation 
des  conditions  de  travail  des  enseignants.  C'est 
ainsi  que  le  chapitre  6,  par  exemple,  intitulé 
«  Preparations  for  Bargaining  »  établit  dès  le  début 
qu'il  est  «  designed  especially  to  aid  attorneys 
charged  with  giving  assistance  on  faculty  collective 
bargaining,  whether  the  client  is  a  bargaining  agent 
or  a  governing  board  »  (page  79).  Puis  s'engage  une 
énumération  quelque  peu  soporifique  d'une  foule 
de  détails  ou  même  de  recettes,  précisant  jusqu'aux 
dimensions  de  la  table  de  négociation  (page  93). 
C'est  ainsi  également  que  le  chapitre  7,  intitulé  «  The 
Dramatic  Action  of  Bargaining  »  nous  présente  la 
négociation  comme  une  pièce  de  théâtre  où  une  in- 
trigue se  déroule  avec  ses  personnages,  ses  actes, 
etc . . . 

Cette  optique  générale  dans  laquelle  lé  volume 
envisage  la  négociation  ne  peut  par  conséquent 
éviter  de  la  considérer  comme  un  processus  pure- 
ment bureaucratique.  S'il  est  indéniable  que  la 
qualité  du  conseiller  juridique  et  du  dossier 
technique  sont  des  exigences  fondamentales  du 
■mecès  d'une  négociation,  on  ne  saurait  trop  insister 
par  ailleurs  sur  le  rôle  essentiel  que  doivent  jouer  les 
principaux  concernés,  c'est-à-dire  les  membres  de 
l'unité  de  négociation,  à  chaque  étape  de  la 
négociation.  Ce  sont  eux  et  personne  d'autre  qui 
doivent,  à  partir  d'une  information  complète  et 
donnée  régulièrement  par  leç  négociateurs,  con- 


trôler le  processus  de  la  négociation,  prendre  toutes 
les  décisions  importantes.  C'est  la  condition  sine 
qua  non  d'un  fonctionnement  syndical 
démocratique.  Or  que  nous  propose  le  volume  de 
Tice  par  rapport  à  cela?  C'est  probablement  le 
chapitre  7  qui  est  le  plus  éloquent,  pour  ne  pas  dire 
le  plus  «  dramatique  »,  à  ce  sujet.  En  effet,  caractéri- 
sant la  «  pièce  de  théâtre  »  qui  est  sur  le  point  de  se 
dérouler,  notre  auteur  en  dit  ceci: 

«  It  takes  place  upon  a  stage  where  actors 
engage,  but  for  whose  performance  there  is  no 
audience.  The  curtain  never  opens  while  the 
drama  is  in  process.  Indeed,  the  curtain  closes 
as  the  action  begins  and  does  not  open  again 
until  the  plot  is  concluded.  The  action  proceeds 
behind  a  wooden  curtain.  »  (pages  96  et  97) 

Ce  n'est  qu'à  la  fin  de  la  négociation,  dans 
l'esprit  de  l'auteur,  que  le  voile  sera  levé  sur  tout  le 
mystère  qui  aura  enveloppé  la  négociation  depuis  le 
début. 

«  Then  and  only  then,  the  curtain  which  closed 
at  the  initiation  of  bargaining  will  be  opened, 
so  that  what  was  developed  in  private  will 
become  public.»  (page  llfj) 

C'est  dans  cette  même  optique  générale  que  le 
volume  considère  la  syndicalisation  comme  forçant 
un  changement  du  mode  de  gestion  (governance) 
universitaire,  comme  si  la  syndicalisation  elle-même 
n'était  pas  la  réponse  qui  s'offre  aux  salariés  face  à 
une  détérioration  de  leurs  conditions  de  travail  et  à 
l'attitude  patronale  qui  administre  cette 
détérioration. 

C'est  aussi  dans  le  même  esprit  que  le  volume 
suggère  un  certain  nombre  de  solutions  de  type 
bureaucratique  à  des  conflits  éventuels  dans  le 
chapitre  9,  intitulé  «  Mediation  and  Fact-Finding 
in  the  Academic  Setting  ».  L'auteur  de  ce  chapitre, 
un  administrateur  public,  s'appuyant  sur  la  déclara- 
tion suivante:  «A  strike  by  professional  employees 
of  a  college  or  university  is  not  likely  to  do  more 
than  disturb  the  peace  of  the  institution»  (page 
131),  analyse  différentes  avenues  de  médiation,  l'ar- 
bitrage obligatoire  ou  non  obligatoire,  comme 
mode  de  résolution  des  conflits.  Comme  on  le  sait, 
ces  méthodes  ont  toujours  joué  au  détriment  des 
salariés  quant  aux  résultats.  Elles  doivent  aussi  être 
combattues  au  nom  du  principe  affirmant  la 
nécessité  d'assurer  le  contrôle  exclusif  de  toutes  les 
étapes  d'un  règlement  négocié  par  les  membres  de 
l'unité  de  négociation,  y  compris  la  décision  de 
recourir  à  tel  ou  tel  type  de  moyen  d'action  pour 
appuyer  leurs  revendications.  Malheureusement, 
sur  ce  point,  comme  sur  beaucoup  d'autres, 
l'ouvrage  se  contente  de  nous  présenter  une  analyse 
de  «spécialiste»  plus  préoccupée  de  maintenir  la 
paix  de  la  «  communauté  universitaire  »  que  des 
moyens  d'assurer  une  solution  satisfaisant  les 
salariés. 

En  somme  si  le  livre  de  Terrence  Tice  constitue 
une  source  d'information  très  riche  qui  mérite 
d'être  consultée,  il  est  par  ailleurs  décevant  sur  le 
plan  de  l'analyse  et  cela  tient  au  caractère  stricte- 
ment «  universitaire*»  de  son  approche  qui  vise,  im- 
plicitement ou  explicitement  selon  les  chapitres,  à  se 
situer  au-dessus  des  problèmes  et  en  dehors  des  par- 
ties en  cause,  sous  prétexte  de  garantir  la  neutralité 
nécessaire  à  une  analyse  soit-disant  objective  de  la 
situation.  On  ne  peut  viser  à  rejoindre  en  même 
temps  deux  groupes  dont  les  intérêts  sont 
divergents,  en  l'occurrence  les  employeurs  et  les 
salariés,  sans  manquer  son  coup  à  moitié.  C'est 
malheureusement  ce  que  fait  le  livre  de  T.  Tice  et 
cela  l'amène  à  négliger  l'aspect  qui,  pour  nous  syn- 
diqués, est  fondamental,  c'est-à-dire  celui  de  notre 
regroupement  syndical  face  à  la  concertation 
patronale  et  au  contrôle  gouvernemental  de  nos 
conditions  de  travail,  de  la  nature  de  ce 
regroupement,  de  son  fonctionnement 
démocratique  et  de  son  rôle  par  rapport  aux 
batailles  à  entreprendre. 

Louis  Gill 


Page  22  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


University  collective  bargaining  : 
U.S.  models 


Content  of  Collective 
Agreements 


National  Center  for  the  Study  of  Collective  Bargaining  in  Higher  Education 

Proceedings  First  Annual  Conjerence  April  1973,  ed.  Maunce  L.  Bonewnz. 
New  York:  Baruch  College,  1973.  Pp.  136. 

College  Teaching  and  Teachers:  Legal  Implications  of  Academic  Affairs 

Alabama:  Institute  of  Higher  Education  Research  and  Services,  University  of 
Alabama,  1973.  Pp.  69,  mimeo.  ' 

Collective  Bargaining  in  Postsecondary  educational  Institutions  :  Application» 
and  Alternatives  in  the  Formulation  of  Enabling  Legislation  Denver: 
Education  Commission  of  the  States,  1974.  Pp.  104  +  v. 

Collective  Bargaining  in  Higher  Education  H.  I.  Goodwin  and  J.  O.  Andes 
Contract  Content  1973  Morgantown:  University  of  West  Virginia.  1974.  Pp. 
1 15  +  v,  mimeo:  S7.50. 


The  proceedings  of  the  National  Center  for  the 
Study  of  Collective  Bargaining  are  lively  and 
interesting.  There  are  three  contentious  general 
papers.  One  of  the  most  interesting  is  the  reluctant 
conversion  of  Sidney  Hook,  the  noted  philosopher 
and  critic  of  the  New  Left,  to  collective  bargaining. 
Hook  discusses  many  of  the  drawbacks  to 
collective  bargaining  in  the  universities  but 
concludes  that  it  is  inevitable  and  that  faculty 
should  choose  models  that  most  conform  to  the 
academic  mission  of  the  university  by  insisting,  for 
instance,  that  all  arbitrators  be  distinguished 
educators  without  parti  pris.  On  the  other  side 
Professor  Donald  H.  Wollett  of  the  University  of 
California  argues  that  collective  bargaining  must 
mean  the  end  of  self-government  and 
collegiality — results  that  he  would  find  pleasing 
since  he  considers  these  notions  fraudulent  in 
practice.  The  Chancellor  of  the  City  University  of 
New  York  discusses  some  of  the  general  problems 
that  have  arisen  at  CUNY  but  assumes  throughout 
that  collective  bargaining  is  here  to  stay. 

Most  of  the  other  contributors  deal  with 
particular  problems  —  management  rights,  the  use 
of  arbitrators,  tenure  and  collective  bargaining, 
dup  process  and  collegiality.  There  are  two  papers 
on  management  rights  which  are  well  worth 
reading  —  an  analysis  of  current  American  practice 
by  Margaret  K.  Chandler  and  Connie  Chang  and  a 
splendid  polemic  by  Israel  Kugler,  the  Deputy 
President  of  the  Professional  Staff  Congress  at 
CUNY.  I  would  also  draw  attention  to  the  paper 
of  Woodley  B.  Osborne,  Director  of  Collective 
Representation  and  Associate  Counsel  of  the 
AAUP,  entitled,  "Is  Tenure  a  Bargainable  Issue?  ". 
Osborne  believes  not  only  that  it  is  bargainable  but 
that  it  should  be.  He  points  out  that  tenure  has 
been  undermined  in  many  circumstances  where 
there  was  no  collective  bargaining  on  the 
campus  —  unilateral  action  by  trustees  or 
bureaucrats  or  politicians  —  and  that  the  strength 
of  tenure  will  likely  be  decided  by  political  and 
educational  forces  that  may  well  have  little  to  do 
with  whether  or  not  a  faculty  association  is  a 
certified  bargaining  agent.  However,  he  points  out: 

"The  fact  is  that  collective  bargaining  can  have 
a  positive  impact  on  provisions  for  tenure.  By 
incorporating  the  traditional  mechanisms  of 
collégial  judgment  into  a  collective  bargaining 
agreement,  one  can  insure  that  they  are  binding 
upon  the  administration  and  the  faculty.  By 
subjecting  alleged  violations  of  agreed-upon 
procedures  to  arbitral  review,  one  can  reinforce 
the  integrity  of  the  process  by  which  faculty 
status  is  determined;  and  by  incorporating 
provisions  for  tenure  into  a  binding  agreement, 
a  college  or  university  can  protect  those 
provisions  against  incursions  from  outside  the 
institution." 

The  other  three  books  are  of  the  less  useful 
variety  although  for  different  reasons.  The 
publication  from  Alabama  stems  from  a 
conference  on  university  legal  problems  held  in 
1973,  The  consequence  is  a  grab- bag  of  papers,  two 


of  which  deal  with  collective  bargaining  in  the 
universities.  Richard  Thigpen,  an  executive 
assistant  to  the  president  of  the  University  of 
Alabama,  thinks  that  the  drive  to  collective 
bargaining  will  decline  because  the  university  is 
passing  from  an  age  of  legalism  to  one  of 
consumerism.  Since  these  terms  are  not  defined 
with  any  precision,  the  whole  exercise  seems  rather 
pointless.  The  commentator,  Joan  North  of  the 
same  university,  wisely  avoided  discussion  of  the 
main  paper  and  instead  gave  a  summary  of  some  of 
the  reasons  for  collective  bargaining  and  some  of 
the  effects  on  other  parts  of  the  university 
community.  There  is  nothing  much  of  interest  to 
Canadian  academics  in  these  two  articles  except 
perhaps  Ms.  North's  quote  from  President 
Kennedy  to  the  effect  that  when  things  are  well 
coordinated  and  running  smoothly  and  happily, 
that  is  a  sure  sign  that  nothing  very  significant  is 
happening. 

The  publication  from  the  Education 
Commission  of  the  States  is  interesting  but  deals 
with  a  problem  that  is  not  relevant  in  any  province 
in  Canada  except  possibly  Alberta.  In  the  United 
States  professors  at  state  universities  are  legally 
considered  to  be  state  employees.  Many  American 
states  do  not  permit  collective  bargaining  by  state 
employees.  Since  a  large  number  of  these  states  are 
now  considering  legislation  to  legalize  collective 
bargaining,  the  Education  Commission  has 
produced  a  book  for  legislators  on  the  pros  and 
cons.  However  the  situation  is  rather  different  in 
Canada  since  faculty  associations  in  five  provinces 
are  already  certified  bargaining  agents  under 
regular  labour  legislation,  and  it  would  appear 
unlikely  that  there  would  be  any  significant  legal 
barriers  in  most  other  jurisdictions. 

I  place  the  West  Virginia  publication  among 
the  less  useful  for  still  another  reason.  It  surveys 
the  clauses  to  be  found  in  collective  agreements  in 
1973.  However,  it  does  not  identify  the  institutions 
concerned,  and  it  makes  a  great  deal  of  difference 
whether  or  not  the  clauses  come  from  a  junior 
college  in  the  Midwest  or  a  four  year  university  in 
the  East,  from  Podunk  U  or  the  City  University  of 
New  York.  Canadian  readers  should  be  aware  that 
many  junior  and  community  colleges  in  the  United 
States  are  very  authoritarian  and  are  given  to 
rather  rigid  regimentation  of  hours  and  other 
details  of  their  contracts.  The  unwary  might 
assume  from  this  publication  that  such 
management  domination  is  inherent  in  American 
collective  bargaining  when  this  is  not  the  case. 
There  is  also  some  summarizing  which  must 
involve  a  certain  editorial  discretion.  It  seems  to 
me  that  a  publication  such  as  this  should  include 
all  clauses  and  indicate  where  they  come  from. 
Readers  should  know  that  there  are  alternative 
sources  which  provide  this  type  of  information. 
They  should  also  know  that  many  of  the  contracts 
listed  here  are,  as  Professor  Donald  Wollett  has 
pointed  out,  unimaginative  and  mediocre  but  that 
this  reflects  either  the  constraints  of  the  local 
situation  particularly  in  junior  colleges  or  the 
leadership  provided  by  the  union,  not  the  inherent 
possibilities  available  to  faculty  under  collective 
bargaining.  In  general  I  hope  that  Canadians  will 
not  use  such  American  publications  uncritically 
since  there  are  differences  in  the  law,  terminology 
and  university  practice  of  the  two  countries  and 
since  a  good  deal  of  the  information  in  the  United 
States  derives  from  junior  colleges  rather  than  four 
i  year  universities. 

Donald  C.  Savage  | 


Collective  Bargaining  Agreements  in  Higher  Education  Stephen  Moses.  1973. 
137  pages.  Department  of  Higher  and  Adult  Education.  University  of 
Missouri,  Columbia,  Missouri. 


This  monograph,  originally  prepared  as  a  doc- 
toral dissertation,  studies  the  collective  bargaining 
agreements  in  existence  as  of  January 
1972.  Before  this  is  done,  though,  the  author  sets 
out  the  environment  of  these  agreements.  Thus, 
first,  he  outlines  the  history  of  academic  collective 
bargaining  and  describes  the  attitude  towards 
collective  bargaining  of  the  three  Education 
Organizations:  the  American  Federation  of 
Teachers  (AFT),  the  National  Education  Associa- 
tion (NEA),  and  the  American  Association  of 
University  Professors  (AAUP).  And  secondly,  he 
summarizes  the  legal  aspects  of  academic  collective 
bargaining.  One  thus  becomes  aware  of  the  com- 
plexities of  federal  and  state  regulations,  for  private 
and  for  public  institutions. 

The  author  went  over  ninety-four  agreements 
and  selected  some  major  items  for  comparison  pur- 
poses. Three  main  areas  of  concern  were 
delineated:  union  security,  wage  and  effort,  and  in- 
dividual security. 

Union  security  consists  of  the  description  of  the 
bargaining  units  and  the  contract  duration.  Since 
bargaining  units  are  composed  of  many  diverse 
constituencies,  for  simplicity,  six  types  were 
developed: 

Type    :  Instructors,  Librarians,  and 
Counselors. 

Type  II:  Same  as  type  I,  excluding 

Department  Chairmen. 
Type  III:  Only  Full-time  teaching  Personnel. 
Type  IV:  All  staff  holding  Faculty  Rank. 
Type   V:  Same  as  Type  I,  plus  Registrars  and 

Business  Managers. 
Type  VI:  All  professional  staff  except  the 

President. 

Wage  and  effort  consists  of  salary  scale  and 
workload  provisions.  Because  comparing  salaries  is 
not  an  easy  task,  it  was  decided  to  utilize  the  an- 
nual survey  conducted  by  the  AAUP.  Workload 
provisions  are  those  which  refer  to  maximum 
number  of  credit  hours  per  semester  that  an  instruc- 
tor will  teach. 

Individual  security  consists  of  academic  freedom, 
tenure,  and  grievance  procedure.  For  the  purpose 
of  the  study,  academic  freedom  was  divided  into  the 
three  components  of  the  AAUP  1940  Statement  of 
Principles  and  Interpretative  comments  on 
Academic  Freedom  and  Tenure. 

Type  I  :  freedom  in  research  and 

publications. 
Type   II:  freedom  in  the  classroom. 
Type  III:  freedom  as  a  citizen. 

The  author  notes  that  no  provision  regarding 
academic  freedom  or  tenure  does  not  imply  a  lack 
of  institution  policy.  As  to  grievance  procedure,  it  is 
one  of  the  most  important  provisions  from  the 
faculty  view-point. 

"This  study  sought  to  find  out  what  frontier  we 
are  on,  based  on  where  we  came  from,  and  what 
type  of  settlements  are  being  concluded."  The 
author  also  concludes  by  saying  that,  in  the  future, 
collective  bargaining  might  be  "something  other 
than  the  conventional  modus  operandi  of  simply  a 
contract". 

Georges  Frappier 


CAUT  Bulletin  ACPI'  September /Septembre  1974  —  page  23 


Faculty  bargaining  : 

best  defence  —  a  good  offence 


Faculty  Power  :  Collective  Bargaining  on  Campus,  Terrance  N.  Tice.  Editor. 
Institute  of  Continuing-  Legal  Education,  Ann- Arbor,  Michigan-,  1972.  Pp. 
XVII  — 368. 


The  rapid  growth  of  unionism  in  the  public  see- 
tor  is  a  relatively  recent  development.  An  even 
more  recent  development,  and  by  no  means  an  in- 
dependent one,  has  been  the  growing  interest  in 
collective  bargaining  among  American  and  Cana- 
dian university  professors.  Faculty  Power  seeks  to 
increase  our  understanding  of  the  legal,  economic 
and  institutional  implications  of  faculty  unionism. 
The  book  is  an  outgrowth  of  a  1971  conference 
sponsored  by  The  Institute  of  Continuing  Legal 
Education  at  the  University  of  Michigan.  The  con- 
tributors to  this  volume  are  primarily  lawyers, 
academics  and  university  administrators  and  their 
essays  are  supplemented  by  question  and  answer 
sessions  and  panel  discussions.  There  are  also  near-, 
ly  two  hundred  pages  of  appendixes  and  a 
bibliography,  which  makes  this  a  handy  reference 
book. 

Let  me  begin  by  making  a  few  general  obser- 
vations. Firstly,  this  book  has  a  schizophrenic 
quality.  The  sections  dealing  with  labour  law  and 
its  administration  seem  suited  for  industrial 
relations  experts,  but  because  of  the  cumbersome 
way  the  material  is  presented  it  may  confuse  other 
readers.  On  the  other  hand,  sections  dealing  with 
the  implications  of  faculty  unionism  are  more 
suited  to  the  layman  than  the  industrial  relations 
specialist.  This  is  a  result  of  excessive  descrip- 
tiveness  and  a  failure  to  critically  analyze  a  number 
important  issues.  Two  examples  are  particularly 
noteworthy.  In  the  first  instance,  there  is  only 
fleeting  mention  of  collective  bargaining  at  com- 
munity colleges.  Given  that  faculty  at  community 
colleges  represent  75  percent  of  the  academic  per- 
sonnel covered  by  collective  bargaining  in  the  U.S. 
(while  constituting  only  16  percent  of  the  faculty),  it 
is  surprising  that  more  coverage  is  not  devoted  to 
assessing  their  experiences  and  examining  the  im- 
plications of  this  development  for  universities. 
There  is  also  a  failure  to  examine  in  sufficient  detail 
the  growth  and  significance  of  unionism  among 
nonacademics  on  campus. 

Brief  mention  should  be  made  of  the  possible 
usefulness  of  this  book  as  a  reference  guide  for 
Canadian  universities.  Generally  speaking  it  does 
have  some  valuable  resource  materials  but  these 
tend  to  be  of  a  technical  nature.  While  the  dis- 
cussions of  the  pros  and  cons  of  unionism  and 
collective  bargaining  may  be  informative  to  the 
layman,  they  do  not  represent  a  significant  addition 
to  the  literature.  Indeed,  Adell  and  Carters'  Collec- 
tive Bargaining  for  University  Faculty  in  Canada 
remains  a  more  substantial  reference  source.  In 
conclusion,  this  book  represents  less  than  a 
breakthrough;  instead  it  gives  one  a  feeling  of  déjà 
vu. 

Let  us  now  turn  to  a  more  detailed  review  of  the 
book.  Part  I  describes  the  legal  framework  govern- 
ing collective  bargaining  in  universities  and  con- 
trasts the  bargaining  process  in  the  private  and 
public  sectors.  The  legal  jurisdiction  covering 
colleges  and  universities  is  more  complex  in  the 
United  States  than  Canada.  Private  institutions 
whose  gross  operating  budgets  are  at  least  a  million 
dollars  are  governed  by  the  National  Labour 
Relations  Act  as  a  result  of  decisions  by  the 
National  Labour  Relations  Board  in  the  Cornell 
University  case  (1970)  and  the  Fordham  University 
case  (1971).  Other  private  and  public  institutions  of 
higher  learning  are  covered  by  state  labour  laws  for 
each  respective  sector.  This  contrasts  with  Cana- 
dian legislation  where  colleges  and  universities  fall 
under  the  jurisdiction  of  private  sector  provincial 
labour  statutes. 


The  more  varied  legal  framework  in  the  U!S. 
has  several  implications.  First,  it  means  that  laws 
not  only  vary  between  the  private  and  public  sector, 
but  can  vary  within  sectors  among  the  50  states. 
This  means  that  the  scope  of  collective  bargaining, 
the  duty  to  bargain,  impasse  procedures  and  the 
right  to  strike  will  vary  among  jurisdictions.  In  ad- 
dition, labour  boards  can  establish  their  own 
guidelines  on  such  matters  as  the  appropriateness 
of  a  bargaining  unit  for  collective  bargaining.  This 
may  include  decisions  such  as  the  exclusion  or  in- 
clusion in  the  unit  of  certain  faculties  (law)  and 
employees  (supervisors),  and  the  scope  of  such  un- 
its, e.g.,  single  campus  or  multi-campus  units.  Am- 
ple evidence  of  variations  in  bargaining  unit  deci- 
sion making  are  given.  Finally,  it  is  important  to 
note  that  only  29  states  have  statutes  applicable  to 
public  employees  generally  and  of  these,  only  6 
have  explicit  provisions  for  higher  education.  Thus 
there  are  significant  numbers  of  faculty  who  do  not 
have  the  legally  protected  right  to  collective 
bargaining. 

While  this  section  does  present  the  legal 
framework  governing  faculty  unionism,  it  suffers 
from  poor  organization.  Unless  one  is  trained  in 
labour  law  or  industrial  relations  it  may  be  difficult 
to  follow  the  rules  and  regulations  for  faculty 
members  at  different  types  of  institutions.  Greater 
care  should  have  been  taken  to  present  a  coherent 
picture  of  the  similarities  and  differences  between 
public  and  private  sector  labour  legislation. 

Part  ILexamines-in-greater-  detail  th& application 
of  the  legal  framework  to  various  types  of  in- 
stitutions, e.g.,  public  and  private  universities,  and 
community  colleges.  Included  in  the  discussion  are 
the  rules  and  procedures  for  becoming  certified, 
and  elaboration  of  various  policies  for  determining 
bargaining  units  and  a  comparison  of  the  academic 
environment  in  universities  and  community 
colleges.  There  is  also  mention  of  the  growth  of  un- 
ionization among  nonacademics  at  universities; 
however,  there  is  little  effort  devoted  to  analyzing 
the  implications  of  thir  development.  For  example, 
what  affect  will  collective  power  for  some  groups 
within  the  university  community  have  on  other 
groups,  e.g.,  faculty,  when  it  comes  to  allocating 
fixed  economic  resources. 

Finally,  there  is  a  section  devoted  to  questions 
such  as: 

1.  Will  collective  bargaining  reduce  salary 
differentials  among  faculties?  and 

2.  Will  collective  bargaining  create  an  adver- 
sary relationship  between  faculty  and  ad- 
ministration? 

These  are  good  questions  and  it's  unfortunate  that 
more  complete  answers  are  not  given.  Indeed,  more 
space  should  have  been  made  available  for  such 
purposes. 

In  Part  III,  collective  bargaining  and  its  alter- 
natives are  presented.  There  is  an  examination  of 
bargaining  experience  at  the  City  University  of 
New  York  (CUNY)  and  its  advantages.  These  in- 
clude the  growth  of  faculty  power,  greater  par- 
ticipation in  the  budgetary  process  and  the  develop- 
ment of  due  process  in  the  evaluation  of  faculty. 
Additionally,  it  appears  that  collective  bargaining 
actually  brought  additional  money  into  the  univer- 
sity system  rather  than  money  being  allocated 
differently  so  that  faculty  received  a  larger  portion 
of  the  budget. 

Charles  M.  Rehmus'  "Alternatives  To  Bargain- 
ing and  Traditional  Governance"  represents  a 
different  view.  He  reviews  three  basic  models  of 
governance.  First,  there  is  the  traditional  model  in 
which  faculty  play  an  advisory  role  and  decisions 
are  controlled  by  administrators  (the  company  un- 


ion). Second,  is  the  trade  union  mode)  which  is 
founded  on  exclusive  bargaining  rights  and  a  con- 
flict of  interest.  Rehmus  advocates  an  alternative 
approach — bilateral  decision  making — as  a  means 
of  preserving  internal  decision  making.  What  he  is 
really  suggesting  is  a  modified  company  union  in 
which  the  university  voluntarily  recognizes  a  facul- 
ty negotiating  committee,  everyone  behaves 
rationally  and  the  governing  body  makes  final 
decisions,  "after  the  two  committees  (faculty  and 
administration)  have  had  equal  time  to  present 
their  cases  to  that  body".  Who's  kidding  who? 
Rehmus,  a  political  scientist,  clearly  fails  to  under- 
stand that  faculty  unionism  has  in  many  instances 
been  a  response  to  the  failure  of  bilateralism,  par- 
ticularly during  periods  of  financial  uncertainty. 
For  bilateralism  to  work  there  must  be  a  climate  of 
good  will  and  mutual  trust  among  faculty,  ad- 
ministrators, governing  bodies  and  legislatures.  All 
of  these  factors  are  essential  aspects  of  the  in- 
dustrial relations  environment  influencing  faculty 
members  considering  unionization. 

The  remaining  two  sections  of  the  book  discuss 
the  pros  and  cons  of  faculty  unionism  and  the  role 
of  collective  bargaining.  In  general  the  tone  is . 
favourable  to  unionism.  A  number  of  contributors 
note  that  faculty  unionism  is  a  response  to  limited 
financial  resources,  the  growth  of  nonacademic 
bargaining  on  campus,  legislative  interference  in 
universities  and  a  desire  for  greater  faculty  involve- 
ment in  governance.  It  is  generally  recognized  that 
collective  bargaining  is  a  means  for  achieving  facul- 
ty goals  and  represents  an  effective  alternative  to 
"shared  responsibility".  A  number  of  counter 
arguments  are  also  raised.  It  is  suggested  that 
collective  bargaining  will  create  an  adversary 
relationship  resulting  in  the  loss  of  "shared  respon- 
sibility" and  "collegiality"  and  place  restrictions  on 
faculty  autonomy.  Moreover,  since  collective 
bargaining  is  restricted  to  certain  subjects  it  can  not 
be  expected  to  change  all  aspects  of  university  life. 

While  these  criticisms  of  collective  bargaining 
are  intelligently  presented,  let  lis  not  lose  sight  of 
the  capacity  of  collective  bargaining  to  change  uni- 
versity life.  There  is  little  reason  to  believe  a  priori 
that  collective  bargaining  will  destroy  collegiality, 
abolish  tenure  and  discourage  faculty  excellence  or 
is  unable  to  effectively  deal  with  decentralized 
matters  such  as  compensation.  To  be  sure,  collec- 
tive bargaining  will  very  likely  establish  more 
elaborate  rules  and  procedures  for  promotion, 
tenure  and  compensation  decisions  (what  some 
critics  have  called  the  increasing  bureaucratization 
of  the  University).  However,  this  has  its  benefits. 
These  include  promoting  more  equitable  treatment 
in  such  decisions  by  making  accountability  com- 
mensurate with  responsibility  and  ensuring  due 
process. 

Finally,  let  me  interject  a  couple  of  points  which 
I  do  not  believe  this  book  makes  clear.  Firstly 
collective  bargaining  is  simply  a  process  for  altering 
the  terms  and  conditions  of  employment.  Its  ability 
"to  deliver  the  goods"  is  largely  a  function  of  what 
the  faculty  wants  and  how  hard  they  are  willing  to 
press  their  demands.  In  addition,  collective 
bargaining  is  an  adaptable  process  in  that  the  in: 
dustrial  model  need  not  be  applicable  to  academics 
just  as  it  is  not  applicable  to  professional  athletes. 
Finally  some  critics  of  collective  bargaining 
suggest  that  all  we  have  fought  for  over  the  years 
will  be  lost  if  we  unionize.  The  real  question  should 
be  what  recourse  do  we  have  if  a  university  uni- 
laterally changes  the  terms  and  conditions  of 
employment  we've  worked  so  hard  and  long  to  es- 
tablish? Proponents  of  faculty  unionism  might 
suggest  that  the  best  defence  is  a  good  offence. 

Joseph  B.  Rose 


Page  24  —  CAL'T  Bulletin  ACPU  September/ Septembre  1974 


Teaching  evaluation  :  do  students  have 
the  right  answers  ? 


Rapport  Masson  : 
salaries  at  Laval 


Proceedings  of  The  First  Invitation»!  Conference  on  Faculty  Effectiveness  as 
Evaluated  by  students.  Allan  L.  Sockloff,  Editor.  Philadelphia:  The 
Measurement  and  Research  Centre  of  Temple  University,  1973.  ^ 


"I  should  confess  in  the  beginning  that  I  am 
not  greatly  enthused  about  discussion  of 
systematic  evaluation  of  teaching  by  students  in 
isolation  from  other  approaches  to  evaluation 
of  faculty  services,  (p.  1)" 

With  these  words  Paul  Dressel  opened  the  first 
of  twelve  papers  delivered  at  the  Conference.  They 
would  also  have  made  a  fitting  conclusion.  The 
whole  question  of  a  broad  "system"  of  evaluation 
tended  to  be  ignored.  As  a  topic,  it  was  moved  from 
third  to  last  in  the  program.  One  of  the  papers 
presented  under  Systems  is  printed  in  the 
Proceedings  under  Instruments  because  the  author 
talked  more  about  the  latter. 

These  Proceedings  are  distinguished  by  their  be- 
ing already  prefaced  by  a  review.  The  editor 
acknowledges  the  restriction  to  evaluation  of  facul- 
ty by  students.  He  notes  that  not  much  that  is  new 
or  earthshaking  was  said  at  the  Conference.  He  was 
surprised  at  the  amount  of  redundancy  among 
papers,  that  even  though  five  general  headings  were 
specified  speakers  repeated  each  other. 

The  five  topics  were  General,  Impact,  Systems, 
Instruments,  and  Correlates  of  student  ratings. 
Reading  the  papers  now,  one  would  categorize 
them  as  Overview  (the  Dressel  paper),  Evaluations 
by  Students  and  the  "Big  Picture,"  How  we  Do  It 
at  University  X,  and  Research  on  Student  Ratings. 
Of  the  papers  on  Impact  and  Systems,  only  Doyle's 
deals  in  depth  with  more  than  a  single  outcome  of 
student  ratings.  All  the  papers  on  Instruments 
report  work  conducted  within  single  institutions, 
limiting  the  generalization  of  any  conclusions. 

As  mentioned,  Dressel  provides  a  lucid  and 
comprehensive  overview  of  major  issues  involved  in 
the  evaluation  of  instruction,  from  the  complexity 
and  variety  of  teaching  activities  to  be  evaluated  to 
the  relations  among  ratings  and  other  sources  of 
relevant  data.  The  treatment  is  brief  but  well  done. 
The  editor  regards  this  paper  as  pessimistic.  Hard- 
ly; Dressel  simply  manages  to  keep  his  perspective. 
Optimism-Pessimism  is  not  the  issue. 

Centra  modestly  cites  only  one  of  his  own 
studies  on  the  effects  of  ratings.  He  has  done  many, 
and  his  paper  has  a  solid  basis  in  research.  He  out- 
lines how  information  gathered  by  ratings  can  be 
used  both  positively  and  negatively  to  influence 
professors,  their  teaching,  and  institutions.  His  con- 
clusion is  carefully  qualified:  "that  a  well-designed 
student  ratings  program  can  do  more  to  benefit 
than  to  harm  the  academic  community  (p.  40)."  No 
such  venture  is  either  undertaken  nor  avoided 
without  risks. 

Aleamoni  follows  up  one  of  Centra's  concerns, 
effects  on  teaching.  He  does  this  through  a  detailed 
description  of  the  validation  of  a  rating  scale 
developed  at  his  own  university.  Little  of  a  general 
nature  is  said. 

Doyle's  paper  complements  Dressel's  very  well. 
Several  concepts  are  further  elaborated,  and  the 
paper  concludes  with  several  fascinating  schematic 
diagrams  of  an  evaluation  system.  (The  Senate 
Committee  on  Learning  and  Development,  Loyola 
of  Montreal,  chaired  by  Professor  Ron  Smith,  is  ac- 
tually trying  to  use  this  model  to  develop  an  evalua- 
tion system  at  Loyola.) 

Tuckman  tackles  a  thorny  issue:  even  knowing 
how  to  evaluate,  how  do  you  get  the  instructor  to 
do  anything  about  it?  He  describes  a  strategy  for 


*  I  am  grateful  for  the  help  of  Professor  Helen  Gougeon,  Department  of 
Educational  Psychology  and  Sociology,  McGill  University,  who  attended  the 
Conference,  prepared  a  set  of  very  helpful  notes  on  It  for  a  Faculty  workshop, 
and  read  a  draft  of  this  article.  I,  of  course,  accept  full  responsibility  for  any 
shortcomings  of  this  review. 


"providing  teachers  with  the  kind  of  information 
about  themselves  on  which  change  could  be  based 
(p.  115)."  Carefully  chosen  words,  again  —  sort  of 
a  gentle  confrontation  process. 

Sockloff  reviews  guidelines  and  procedures  for 
the  design  and  validation  of  rating  items,  and  the 
construction  of  valid  questionnaires  from  these 
items. 

The  papers  by  Hoyt,  Warrington,  and  Perry  and 
Baumann  are  essentially  case  -studies.  They  are 
useful  in  describing  some  of  the  trials  and 
tribulations  actually  experienced  in  trying  to  do 
anything  about  instructional  effectiveness. 

McKeachie's  very  brief  review  makes  the  direct 
point  that  such  a  wide  variety  of  variables  are  or  are 
not  related  to  ratings  that  broad  generalizations  are 
impossible  at  this  point.  The  interpretation  of 
ratings  should  not  be  done  by  persons  unfamiliar 
with  the  class.  The  .survey  does  shatter-some  myths, 
for  example,  that  difficulty  of  a  course  is  related  to 
ratings. 

Gaff  turned  the  process  around.  He  identified 
highly  rated  teachers  then  went  out  to  discover 
more  about  them.  He  poses  a  set  of  important 
research  questions  on  relations  between  instructor 
and  student  learning  in  the  face  of  ratings.  He 
forecasts  an  increase  in  instructional  improvement 
with  the  aid  of  teaching  resource  centres  (of  which 
there  are  now  several  in  Canada). 

The  final  paper  by  Clarke  and  Blackburn 
emphasizes  the  need  to  recognize  the  teacher  as  well 
as  the  student  as  an  individual  (also  one  of 
McKeachie's  points).  The  paper  could  have  said, 
but  did  not,  that  a  single  measure  of  competence 
applied  in  an  undifferentiated  manner  is  as  un- 
satisfactory as  expecting  a  single  examination 
procedure  to  give  every  student  the  opportunity  to 
demonstrate  what  has  been  accomplished  and  how. 

So,  out  of  262  pages  of  Proceedings,  the  papers 
to  read  are  by  Dressel  and  by  Doyle.  Sockloff  s 
paper  is  also  instructive,  as  far  as  it  goes.  The 
remaining  papers  are  interesting  but  not  of  much 
practical  help  except  as  examples. 

The  problem  with  many  of  the  papers  is  their 
implied  definition  of  "Faculty  effectiveness  as 
measured  by  student"  exclusively  in  terms  of  a 
rating  scale,  a  device  sometimes  known  as  an 
opinionnaire.  Is  no  more  available  from  students 
than  retrospective  opinions?  If  it  is  desirable  to 
know  how  much  time  students  devote  to  a  course, 
would  not  a  log  kept  over  a  period  of  time  by 
various  students  throughout  the  year  be  more 
dependable  than  what  they  recall  later?  Would  not 
a  stopwatch  on  teacher  talk  in  conferences  and  a 
count  of  participating  students  tell  more  about  stu- 
dent participation?  There  are  questions  in  student 
rating  forms  which  are  not  taking  advantage  of  the 
best  sources  of  the  information  they  seek.  They  may 
be  reliable  and  carefully  matched  to  this  informa- 
tion (criterion-referenced)  but  there  are  often  better 
sources. 

The  result  would  be  shorter,  simpler  rating 
forms,  probing  the  information  they  serve  best. 
This  includes,  for  example,  student  preferences, 
'likes  and  dislikes,  suggestions  for  improvements, 
overall  impressions. 

Finally,  in  this  same  content,  there  is  a  bit  of 
irony  in  the  Conference's  attempt  to  cope  with  the 
complexity  of  the  teaching  evaluation  question.  The 
organizers  set  out  to  limit  the  content  to  those  areas 
about  which  most  is  known.  The  Preface  states  that 
this  was  done  to  enable  reports  to  be  based  on 
research  rather  than  speculation.  This  also  dictated 
the  limitation  to  ratings  by  students  of  the  teacher's 
work.  Anyone  relatively  unfamiliar  with  the  general 
field  of  evaluation  should  not,  however,  confuse 

Continued  on  p.  26 


Rapport  du  comité  pour  l'élude  de  la  politique  salariale  du  personnel  enseignant 
de  l'université  Laval. 


This  report,  also  known  as  "Rapport  Masson" 
was  first  published  by  FAPUQ,  and  then,  in  Forum 
Universitaire,  no.  12  (octobre  1973)  by  l'association 
des  professeurs  de  l'université  Laval.  The  Com- 
mittee was  established  by  the  Conseil  de  l'université 
and  was  constituted  of  two  members  nominated  by 
the  Executive  of  APUL,  Prof.  Bertrand  Belzile  and 
André  Côté  (secretary  of  the  committee),  and  of 
two  members  nominated  by  the  Executive  of  the 
university,  Prof.  André  Dufour  and  Rodrigue 
Savoie;  its  chairman  was  a  member  of  the  university 
administration  commission  Prof.  Claude  Masson, 
who  was  nominated  by  the  rector  with  the  consent 
of  the  president  of  the  APUL.  The  Committee  was 
rather  special  in  that  it  was  not  a  negotiating  but  a 
research  committee  with  the  task  of  clarifying 
relations  dealing  with  salary  negotiations  between 
the  university  and  the  faculty. 

After  a  review  of  the  present  situation,  the  com- 
mittee established  some  basic  principles.  A  salary 
policy,  it  said,  is  nothing  but  a  mean  to  be  used  by 
a  certain  kind  of  organization  which  wants  to  attain 
certains  goals.  In  all  organizations,  which  by  defini- 
tion are  wholes  with  different  functions  pertaining 
to  the  parts,  the  realization  of  common  goals 
depends  on  how  much  individuals  and  groups  iden- 
tify themselves  to  the  whole.  This  identification  im- 
plies that  these  parts  participate  in  the  definition  of 
the  goals,  in  the  assignment  of  tasks,  and  in  the 
evaluation  of  the  results.  It  also  implies  that  these 
parts  appreciate  and  accept  the  criteria  used  for  the 
evaluation  of  the  efficiency  of  individuals  and 
groups  within  the  organization.  This,  the  com- 
mittee feels  is  particularly  true  of  a  university 
which,  by  definition,  is  a  non-profit  organization. 
Thus,  the  Committee  recommends,  first  of  all,  that 
the  University  establishes:  (1)  a  hiring  policy  with 
clear  criteria  known  to  everyone,  and  equally 
applied  to  each  one,  in  order  to  evaluate  the 
equivalence  of  doctorship  in  each  area  of  teaching 
and  research;  (2)  a  promotion  policy  with  clear 
criteria,  known  to  everyone,  and  equally  applied  to 
all,  for  the  passage  from  one  rank  to  the  other;  and  (3) 
an  evaluation  mechanism  with  clear  criteria,  known  to 
everyone,  and  equally  applied  to  all,  in  order  to 
evaluate  the  individual  merit  of  each  teacher.  To  this 
first  recommendation,  the  committee  adds  that,  for 
better  efficiency,  all  these  criteria  should  be  established 
and  applied  collegially.  One  may  note  that  this 
proposal  comes  as  a  leitmotif  through  the  whole 
report. 

The  Committee  did  not  look  only  into  salary 
policy  as  such,  but  also  into  non-monetary  con- 
ditions. For  instance,  it  distinguished  between  the 
protection,  the  security,  and  the  tenure  of 
employment.  Protection,  which  should  be  given  to 
all  teachers,  is  assured  by  a  quasi-judiciary  system 
which  gives  the  opportunity  to  the  teacher  to  be  in- 
formed of  the  accusations  and  to  be  able  to  defend 
himself  before  an  impartial  judge.  Security,  which 
should  be  given  to  teachers  having  finished  an  in- 
itial probation  period,  is  assured  by  a  policy  of  im- 
provement and  retraining  which  allows  the  re- 
assignment of  the  teacher  inside  the  university,  or 
outside,  provided  there  are  some  agreements. 
Tenure,  which  should  be  given  to  all  associate 
professors,  is  a  privilege  covering  academic 
freedom. 

The  Committee  did  look  into  all  monetary  con- 
ditions. First,  it  made  an  overview  of  fringe 
benefits.  Second,  it  analyzed  special  stipends  related 
to  supplementary  workload,  or  to  supplementary 
responsibility.  In  order  to  do  so,  the  Committee 
extended  on  the  concept  of  normal  workload,  and 
on  the  managing  of  administrative  tasks.  And  third, 
the  Committee  studied  the  basic  salary  policy,  with 
all  its  factors  of  differentiation:  experience, 
qualifications,  rank,  profession,  personal  prestige, 
merit,  sex.  G.F. 


CAUT  Bulletin  ACPU  September/Septembre  1974  —  page  25 


Teaching  :  keeping  jobs  by  doing  them 


Basic  Study  Manual  :  Compiled  from  the  Works  of  L.  Ron  Hubbard.  Los 

Angeles:  Applied  Scholastics,  1972.  Pp.  128.  $6.00. 


Since  what  I  am  going  to  be  talking  about  here 
is  information  which  has  proven  extremely  useful  to 
my  continued  survival  as  a  teacher,  it  seems  worth 
noting  that  during  a  recent  annual  review  of  the  last 
half  dozen  CAUT  Bulletins  I  observed,  really  for 
the  first  time,  that  I  belong  to  an  association  of  uni- 
versity teachers  (pace  my  francophone  colleagues 
in  the  association  "des  professeurs").  The  choice  of 
this  particular  professional  designation  is  in- 
teresting in  the  light  of  that  perennial  controversy 
as  to  whether  an  academic  professes  or  teaches  his 
subject.  Presumably,  there  will  be  jobs  for 
professors  so  long  as  their  subjects  exist  and  main- 
tain validity  in  the  surrounding  culture  (though 
there  may  still  be  individuals  who  "profess" 
alchemy,  none  that  I  know  of  are  on  university 
payrolls);  jobs  for  teachers,  on  the  other  hand,  de- 
pend not  only  on  the  existence  of  a  subject  to  be 
taught  but  also  upon  the  availability  of  students 
willing  to  learn  it. 

Among  those  of  us  who  consider  both  of  these 
activities  a  part  of  our  professional  responsibility, 
there  is  a  strong  consensus  that  our  pre- 
professional  training  lacks  balance.  Graduate  work 
certainly  gave  me  an  adequate  start  in  the  direction 
of  professing  English  literature;  in  the  area  of 
teaching,  however,  my  training  was  limited  to 
strong  advice  that  it  would  be  foolhardy  to  let  any 
duties  as  a  teaching  assistant  get  in  the  way  of 
course  or  thesis  work. 

When  I  took  a  job  six  years  ago,  there  were 
students  in  abundance  and  one  could  afford  to 
learn  about  teaching  through  trial  and  error. 
Today,  when  the  enrollment  situation  is  much 
more  critical  —  in  entire  faculties  as  well  as  in- 
dividual courses,  and  in  the  humanities  and  sciences 
alike  —  one  cannot  afford  such  a  leisurely  (and 
perhaps  irresponsible)  attitude,  the  demand  for 
effective  teaching  is  considerable  more  urgent. 

God  knows  the  answer  is  not  courses  in 
classroom  presence  and  instructional  methodology. 
High  schools,  where  teachers  are  trained  in  these 
areas,  are  experiencing  the  same  difficulties  as  the 
universities,  modified  only  by  the  fact  that  atten- 
dance is  compulsory  to  age  sixteen. 

What  then  is  behind  the  syndrome  of  less  of  stu- 
dent interest  followed,  soon  or  late,  by  loss  cf 
students?  We  are  all  familiar  with  the  usual  range  of 
explanations:  socio-economic  pressures,  lack  of 
curricular  "relevancy,"  inadequate  preparation  in 
elementary  and  high  schools,  alienation,  apathy, 
drugs,  etc.,  etc.  No  doubt  there  is  some  truth  in  ail 
of  these.  The  Basic  Study  Manual,  however,  says 
simply  that  "the  only  reason  a  person  gives  up  a 
study  or  becomes  confused  or  unable  to  learn  is 
that  he  or  she  has  gone  past  a  word  or  symbol  that 
was  not  understood."  Although  this  sounds  almost 
simple-minded  alongside  the  usual  explanations  for 
student  disinterest  and  drop-out,  it  does  have  the 
advantage  of  pointing  to  a  cause  that  one  can  hope 
to  do  something  about. 

According  to  Hubbard's  theory,  certain  definite 
and  easily  recognizable  reactions  occur  when  a  stu- 
dent continues  studying  past  a  word  or  symbol  (as 
in  mathematics)  which  has  not  been  fully  com- 
prehended. The  first  symptom  is  a  memory  blank 
obscuring  the  material  being  studied  just  after  the 
misunderstood  word.  If  the  student  stops,  locates 
the  misunderstood  word,  and  gets  it  defined  in  a 
proper  dictionary  or  technical  glossary,  this  symp- 
tom will  vanish.  If,  however,  he  attempts  to  persist 
through  or  around  the  memory  blank  in  spite  of  the 
undefined  term,  then  he  may  begin  to  yawn  and  feel 
tired.  Continued  persistence  increases  the 
likelihood  of  accumulating  still  more  mis- 
understood words  or  symbols  and  results  eventual- 
ly in  an  upset  of  some  sort  —  with  the  subject,  the 
teacher,  the  school,  the  "system,"  or  whatever. 
Ultimately,  such  a  student  will  abandon  the  subject 


of  study  altogether;  or,  where  this  is  impossible,  he 
will  resign  himself  to  the  situation  and  fake  com- 
prehension, producing  a  condition  of  "glibness"  in 
which  the  student  can  parrot  back  answers  and 
write  exams  but  does  not  really  understand  the 
materials  and  is  totally  incapable  of  applying  them. 

A  key  point  here  is  that  the  difficulty  is  almost 
never  what  the  student  thinks  it  is,  and  it  is  never  a 
misunderstood  idea.  It  is  always  a  word  (or  sym- 
bol). If  the  student  is  particularly  confused,  there 
are  probably  several  of  these.  An  instructor  can 
explain  the  idea  of  reciprocal  trade  agreements,  or 
the  pathetic  fallacy,  or  binomial  equations  very 
patiently  and  clearly,  and  the  student  will  still  be 
confused.  If,  on  the  other  hand,  he  locates  the  m 
understood  word  (or  words),  indicates  that  as  ti  s 
source  of  difficulty,  and  gets  it  defined,  then  the 
noncomprehension  will  be  found  to  have  magically 
vanished. 

The  test  of  any  theory  is  in  its  workability.  Early 
this  past  year  I  had  two  students  who  were  having 
difficulty  with  Elizabethan  drama;  one  was  on  the 
verge  of  switching  to  another  course.  In  each  case  I 
had  the  student  re-read  the  first  scene  of  a  play 
taken  early  in  the  course  (Hamlet  and  The 
Alchemist),  looking  up  in  a  good  dictionary  or 
glossary  every  word  whose  meaning  she  felt  the 
slightest  doubt  about.  I  then  spot  checked  them  on 
words  from  the  passage  assigned,  found  that  they 
now  understood  and  felt  good  about  it,  and  simply 
let  them  get  on  with  their  work.  Both  students  com- 
pleted their  courses,  one  of  them  with  a  well-earned 
A. 

The  Basic  Study  Manual  is  designed  by  its 
editors  as  the  text  for  a  how-to-study  course,  aimed 
at  re-educating  «tudents  out  of  ingrained  but  in- 
effective study  habits.  It  covers,  therefore,  other 
problems  besides  the  terminological  one.  Emphasis 
is  given  to  the  importance  of  a  proper  gradient  of 
study,  which  neither  slows  a  student  down  nor 
rushes  him  past  an  area  of  the  subject  he  has  not  yet 
mastered.  Obviously  one  of  our  difficulties  is  having 
to  take  a  whole  class  of  students  through  a  body  of 
material  at  roughly  the  same  pace.  Perhaps  the  idea 
of  "modular  courses,"  such  as  have  apparently 
been  tried  cut  with  considerable  success  at  McGill 
in  recent  years,  is  the  answer  to  this  problem. 


Another  fundamental  point  made  by  the  Manual  is 
that  studying  the  significances  (ideas,  relations, 
meanings)  of  a  subject  in  the  absence  of  the  mass 
(actual  physical  things)  to  which  it  refers  can  be 
very  hard  on  a  student.  Many  university  subjects 
are  notorious  for  their  tendency  toward  theory  and 
abstraction.  This  book  makes  a  number  of 
suggestions  for  redressing  that  imbalance.  Pictures, 
diagrams,  and  the  like  can  be  more  helpful  than 
many  of  us  are  inclined  to  think.  In  my  own  drama 
courses  I  often  find  it  useful  to  work  out  the  relative 
position  and  movement  of  characters  by  shifting 
coffee  cups  or  ashtrays  around  on  a  "stage"  (i.e.,  a 
table  or  desk). 

Doubtless  a  how-to-study  course  of  the  sort 
outlined  in  the  Basic  Study  Manual  would  not  be  a 
bad  idea  for  many  of  our  students.  In  the  absence  of 
ach  a  course,  however,  I  myself  have  found  the 
Manual  a  superior  substitute  for  pedagogical  train- 
ing and  an  invaluable  complement  to  inventiveness 
and  expertise  in  the  classroom.  In  particular,  the 
technique  of  locating  and  clearing  up  mis- 
understood words  is  the  only  consistently  workable 
method  I  know  of  for  rekindling  student  interest 
and  reducing  the  gradual,  month-by-month  attri- 
tion of  course  enrollments  which  I  had  once  con- 
sidered an  inevitable  fact  of  university  life. 

A  survey  which  I  conducted  recently  of 
specialized  honours  students  in  English  revealed 
that  what  more  than  half  of  the  respondents  liked 
least  about  their  course  of  studies  was  the  quality  of 
teaching.  This  was  curious,  because  what  many  of 
these  same  students  liked  most  was  their  professors. 
The  general  impression  I  got  from  reading  over 
these  surveys  was  that,  while  the  majority  of 
students  were  fairly  well  satisfied  with  things,  they 
also  felt  that  they  could  be  learning  more.  This  ac- 
cords with  my  own  opinion  that  as  professors  we  do 
well  enough,  but  that  there  is  room  for  improve- 
ment in  our  role  as  teachers.  The  Basic  Study 
Manual,  with  its  emphasis  on  getting  the  ter- 
minology of  the  subject  (and  of  the  English  language 
itself)  clearly  defined,  has  helped  me  improve  my 
performance  in  this  latter  area.  I  think  it  might  dc 
the  same  for  others. 

Bruce  Flatter} 


EVALUATION...  from  p.  15 

the  causes  and  effects  here.  The  reason  for  the  bulk 
of  research  on  teaching  evaluation  having  been 
done  on  student  ratings  is  not  that  they  are  the  ul- 
timate solution.  They  are  a  part  of  the  evaluation 
solution,  certainly,  but  only  a  part.  The  important 
point  is  that  very  little  besides  student  ratings  is 
done  anywhere,  so  what  else  is  there  to  include  in 
formal  research?  The  irony  is  that  it  proved 
impossible  for  most  contributors  to  stay  within  the 
limits.  The  best  parts  of  the  report  go  far  beyond. 

The  Proceedings  do  fill  an  important  need.  The 
readily   accessible,    non-technical   literature  on 


teaching  evaluation  is  small.  None  of  it  is  com- 
prehensive. These  papers  are  high-level  in  content 
yet  easy  to  read.  They  are  remarkably  free  of  minor 
editorial  blunders,  and  do  constitute  an  excellent 
"primer"  in  the  area.  They  also  reflect  quite  well 
what  actually  occurred  at  the  Conference. 

Bruce  M.  Shore 

NOTE: 

CAUT  and  members  of  McGill  University's  Centre  for 
Learning  and  Development  are  cooperating  in  the  writing 
and  editing  of  a  comprehensive  book  on  the  evaluation  of 
instruction  in  higher  education.  Publication  is  expected 
late  in  1974. 


ABOUT  OUR  REVIEWERS...  Georges 
Frappier  is  on  the  CAUT  staff  in  Ottawa . . .  Donald 
C.  Savage  is  the  Executive  Secretary  of  the 
CAUT. ..  Professor  Bruce  M.  Shore  is  Chairman  of 
the  CAUT  Teaching  Effectiveness  Subcommitee 
and  is  Associate  Professor  of  Education  at  McGill 
University . . .  James  B.  Hartman  is  a  Philosopher  at 


Scarborough  College...  Professor  Bruce  Flattery 
teaches  English  at  York  University...  Professeur 
Louis  Gill  est  membre  du  Syndicat  des  Professeurs 
de  l'Université  du  Québec  à  Montréal  (SPUQ  — 
CSN)...  and  Joseph  Rose  is  Assistant  Professor  of 
Business  Administration  at  the  University  of  New 
Brunswick  in  Fredericton. 


Page  26  —  CAUT  Bulletin  ACPU  September/Septembre  1974 


Biggies 1  Flies  Undone 

(A  CBC  Production) 


Disc:  Spirited  music  (inevitably  Telemann)  a  few 
bars  and  fading  to:  (studio) 

Announcer:  Aujourd'hui,2  scholars  and  gentle 
persons,  this  is  Cider  McPommez3  greeting  you 
from  Ottawa.  Today  the  CBC  takes  a  hard-look- 
at-the  thrillingly  challenging  question  of  Collective 
Bargaining  and  the  felt  need  at-this-time  to  get 
committed  university  faculties  certified.  Previously 
we  have  heard  stirring  news  from  the  West,  but 
now  there  comes  to  us  intelligence  of  a  new 
insurrection  in  the  Maritime  Provinces,  otherwise 
known  as  Halifax.  We  recently  visited  [with]  an 
uncertain  Professor  who  is  alledgedly  working 
there  without  either  a  Ph.D.  or  Canadian 
Citizenship.  He  is  also,  lamentably,  an 
Anglophone.  What  he  has  to  say  should  be  shaken 
vigourously  and  taken  with  a  dose  of  salts — Over 
to  Doulton  Gnash.5 

Gnash:  [Clad  in  academic  attire  :  jeans,  sweatshirt 
and  sneakers,  stands  before  ivy-clad  walls  of 
ecclesiastical  Gothic] . 

Behind  the  imposing  and  serene  walls  of  this  edifice 
of  learning,  which  was  built  as  long  ago  as  1954,  the 
faculty  are  up  in  arms  or  down  in  the  mouth  as  the 
case  may  be  in  the  trows  sic  of  Negotiation, 
Casualties  have  been  light — each  side  claiming 
victory.  I  spoke  here  to  Prof.  Carruthers,  who 
spells  his  name  differently,  who  is  a  former 
President  of  the  Faculty  Association,6  a  ShilF  and 
trouble  shooter  [maker]  and  who  recently  returned 
from  a  CBC  meeting  in  Ottawa.  He  is  an  English 
teacher  and  Bored  member.  He  also  spells  badly 
and  speaks  with  a  pained  expression  and 
unfamiliar  accent: 

Carr:  I  have  been  victimised 

Gnash  :  You  have?  Who  by? 

Carr:  By  whom? 


1  A  great  Hero,  allegedly  created  by  Capt.  W.E. 
Johns,  has  flown  fighting  missions  North,  South,  East  and 
West.  In  fact  he  is  a  Biochemist  at  Memorial  (N.F.L.)  and 
a  collective  bargain  at  twice  his  pension. 

2  Hello 

3  French   Chic,   secretary   to   Biggies'  Collective 
Bargaining  Committee 

4  Collective  Bargaining  Committee  (Chairman,  Biggies) 

5  A  China  clipper 
0  a  masochist 

7  See  'The  Sting' 


Gnash:  Alright,  by  whom? 
Carr:  By  the  C.B.C. 
Gnash:  Which  one? 

Carr:  Both  as  it  happens,  but  I  refer  in  this 
instance  to  the  CBC  of  the  CAUT. 

Gnash:  I.C. 

Carr:  I  doubt  it,  for  I  didn't  know  what  had 
happened  until  I  thought  about  it. 

Gnash  :  Tell  us  what  happened 

Carr:  No,  I'm  shy 

Gnash:  Oh,  come  on. 

Carr  :  Well  alright  then.  Firstly  I  was  invited  as  a 
guest  to  the  CBC  committee  meeting.  Secondly  I 
was  lulled  into  inattention  by  a  liturgical  rendering 


of  the  minutes  of  previous  meetings.  Thirdly, 
having  been  surprised  into  a  short  nap,  I  was 
handed  an  assignment. 

Gnash  :  And  what  is  that? 

Carr  :  A  sort  of  essay  —  we  used  to  give  them  to  our 
students  before  Sociology  became  the  rage. 

Gnash  :  And  this  Assignment  or  Essay,  what  is  the 
title? 

Carr  :  It  is  indelibly  printed  on  my  memory.  Let  me 
read  it  to  you.  [He  rustles  a  large  piece  of  paper 
from  his  pocket]  It  says  -  er  Y.C.A.U.T.?8 1  do  not 
understand  it. 

Gnash  :  '  ( with  a  threatening  smile)  Neither  do  I.  But 
tell  us  Professor  Crowdis  —  why  do  you  feel 
victimised? 

Carr  :  Because  I  feel  that  the  procedure  for  handing 
out  the  Assignment  was  not  fair  and  equitable,  just 
or  proper.  It  kind  of  snuck  up  onto  me. 10 

Gnash:  You  mean  ? 

Carr  :  I  mean  it  may  be  grievable 

Gnash:  Do  you  think  it  might  go  to  Arbitration? 

Carr:  Quite  possibly.  It's  a  clear  example  of  the 
forced  no-choice  finesse  and  you  have  to  keep  an 
eye  open  for  it  not  to  work.  "  I  didn't  and  so  I  have 
to.12 

Gnash  :  Thank  you,  Professor  Crutters  for  revealing 
yourself  in  such  a  manly  way... 

Carr  :  Just  a  moment, ...  I  ... 

Gnash  :  We  pause  now  to  listen  to  these 
comfortable  words. 

Biz:  [Two  paws  extract  Gnash  from  the  scene, 
Carrothers  fades — he  is  excluded.  A  cartoon  wolf 
appears  in  close-up  and  licks  his  lips]. 

Cross  fade:  Scene:  World  War  II  fighter  planes  in 
conflict 

Sound  :  /  j  Planes  diving  and  firing 
2)  Disc:  Beethoven's  Battle  Symphony. 


'  Member  of  a  Union  most  powerful  in  the  CBC. 
The  CBC 

10  An  interesting  Regional  expression. 

11  How  many  types  of  ambiguity  are  present  in  this 
sentence 


CAUT  Bulletin  ACPU  September/ Septembre  1974  —  page  27 


D.  Savage*,  wearing  pilot's  helmet  and  goggles 
(raised)  delivers  in  close-up  the  following  message: 

Ginger+  :  "Chaps!  If  you  want  to  publish  without 
perishing,  if  you  want  to  survive  the  slings  and 
arrows  of  outrageous13  colleagues  and  e'en  the 
Dean  that  fiyeth  by  night.  Draw  night  unto  CAUT 
and  take  this  Handbook14  to  thy  comfort. 

Biz:  Disc  fade 

So  shall  Academic  Freedom  whiten  thy  words  in 
Public  and  Tenure  shall  render  thy  laundry  like  un- 
to the  driven  snow,  [fade] 

Sound:  Organ:  —  A  loud  Amen. 

Announcer:  To  unfold  our  tale  we  beg,  for  the 
nonce,  to  discard  that  crystalline  and  urbane 
precision  of  statement  so  characteristic  of  CAUT 
and  Statistics  Canada  and  to  warn  with  pregnant 
verse — 

Carr:  How  that  the  Big  Bad  Wolf  (LUPE)'5  did 
approach  unto  the  portals  of  Academe  with  these 
stern  imperatives: 

Pix  :  Disney  Wolf 

Voice  :  "Open  the  door  and  let  me  in  or,  (by 
the  hairs  of  Ho  Chi  Minh)16  I'll  huff  and  I'll 
puff  and  I'll  blow  your  house  down."17 


Biz:  Cut  to:  — 

Carr:  Some,  within  the  ivory  towers  heeded  him 
not,  some  forsooth,  said  they  were  prepared  to 
consider  BOTH18  sides  of  the  argument — given 
reasonable  notice,  while  others,  wrapping  their 
wretchedness  in  a  riding  hood  stole  redly  to  his 
bed,  praising  him  and  saying: 

Pix  :  Disney  Wolf  abed  dressed  as  old  Lady 

Chorus:  Oh  Granny!  what  big  Ears"  you've 
got 

(The  better  to  hear  you  with  my  dear)20 
Oh  Granny!  what  big  Eyes21  you've  got 
(The  better  to  see  you  with  my  dear)22 

Oh  CUPE  (oops!)  Granny!  what  big 
Teeth23 

you've  got 

(The  better  to  24  [X  fade] 

Sound:  Trumpet — a  flourish  without 

Carr  :  But  anon  !  There  rode  into  the  field  amain 
Sir  Biggies  and  his  flying  Circus,  bearing  the 
banner  of  the  good  Saint  Cautious25  and  with  him 
Archie26  Duke  of  A.F.&T.  and  also  one  of  the 
Blest  Paire  of  Sirens27  and  all  the  host  of  Standing 
Committees.28 

Sound  :  Armed  conflict 


Carr  (cont):  And  they  rose  up  and  smote  that 
LUPE  right  sorely.  With  many  smarts  they 
wrought  upon  his  constitution  so  that  he  was 
grievously  stricken,  nigh  unto  Death.  Whereat  this 
LUPE  spread  forth  his  dragon's  wings29  and  sped 
him  away. 

* 

Biggies:  It  was  a  close  call.  But  sheath  that  savage 
sword. 

Ginger  :  Nay  let  it  sleep  in  my  hand,  for  I  know  not 
but  some  other  enemy  may  be  at  hand.30 

Archie  :  He  fled  before  us. 

Biggies  :  Don't  worry,  it  wasn't  our  turn. 

Music:  Theme  tune  of  Monty  Python's  Flying 
Circus. 

Announcer  :  That  was  the  first  in  a  series  of  CBC 
productions  entitled  YCAUT.  If  it  is  not  libelous  it 
is  probably  grievable  and  certainly 
incomprehensible.  It  does  not  answer  the  question. 
Next  week,  however,  we  bring  you  the  Invasion  of 
Fredericton,  or  the  first  act  of  Faust. 31  But  now 
this  is  Cider  McPommez  speaking  to  you  in  French 
and  saying: — Aujourd'hui.32 


12  Or  in  this  one.  Do  not  attempt  11  and  12 
simultaneously 

13  Hamlet:  A  Shakespearean  dish  made  with  ham 
and  eggs. 

*  Executive  Secretary,  CAUT 
+    See  Savage 

14  A  CAUT  publication,  price  $5.00  (N.B.) 

15  Italian  Wolf  given  to  Organization  or,  Labour 
Union  of  Professional  Employees. 

16  Oriental  Santa 


Force  de  Frappe 

Obscure,  Perhaps  CAUT  vs  LUPE? 

Research  and  Intelligence  (-more  of  the  former) 

Especially  from  afar 

Vigilance  in  the  Public  Interest 

So  that  you  don't  get  out  of  line 

For  putting  the  bite  on  Provincial  Monies 

ACPU  (66  Lisgar  St.  Ottawa  Telephone  613  

Malloch  and  friend  of  Biggies 

Paul,  Exec.  Sec.  ACTRA,  friend  of  Ginger  (007) 

Legion 


29  Dragon's  wings? 

30  Fid.  Def. 

31  Fac.  Assoc.  University  of  St.  Thomas 

32  Good  bye. 

The  above  text  is  protected  by  Copyright  and  the  author 
by  Academic  Freedom  and  (presently)  Tenure.  The  Editor 
however  


VACANCIES 


POSTES  VACANTS 


ADMINISTRATION 

ACADIA  UNIVERSITY.  Department  of 
Chemistry.  Applications  are  invited  for 
the  Headship  of  the  Department  of 
Chemistry.  Preference  will  be  given  to 
applicants  holding  a  Ph.  D.  with 
experience  in  teaching,  research,  and 
administration.  Duties  will  include  the 
administration  of  the  department,  with 
some  teaching  and  research.  Salary  in 
keeping  with  qualifications  and 
experience.  Applicants  should  apply  to 
Dr.  E.  C.  Smith,  Vice-President- 
Academic,  Acadia  University,  Wolfville, 
N.S.  BOP  1X0. 


BISHOP'S  UNIVERSITY.  Dean  of  the 
Faculty.  Applications  are  invited  for  the 
position  of  Dean  of  the  Faculty. 
Appropriate  qualifications  in  Arts  or  in 
Science.  Salary  according  to  credentials 
and  experience.  Address  applications  to 
The  Chairman,  Committee  of  Selection, 
c/o  Office  of"  the  Principal,  Bishop's 
University,  Lennoxville,  Quebec. 
Appointment  from  July  1,  1975.  Closing 
date  for  receipt  of  applications:  December 
9,  1974. 


UNIVERSITY  OF  GUELPH. 
Department  of  Mathematics  and  Statistics. 

Applications  are  invited  for  the  position 
of  Chairman  of  the  Department. 
Candidates  should  have  an  established 
research  record  in  mathematics  or 
statistics  and  university  experience.  Duties 
include  administrative  responsibility  for 
the  Department,  and  participation  in  and 
encouragement  of  teaching  and  research 
programs.  Salary  negotiable.  Enquiries  or 
applications  with  a  full  curriculum  vitae 
and  the  names  of  three  referees  to  Dean  E. 
B.  MacNaughton,  College  of  Physical 


Science,  University  of  Guelph,  Guelph, 
Ontario,  Canada  NIG  2W1,  by 
November  15,  1974. 


UNIVERSITY  OF  REGINA.  Faculty  of 
Science.  Applications  are  invited  for  the 
position  of  Dean  of  Science  to  administer 
and  provide  leadership  to  the  newly- 
established  Faculty  of  Science.  This  is  a 
senior  administrative  post  and  applicants 
should  have  an  established  reputation  in 
research  and  scholarly  work  and 
successful  administrative  experience.  The 
salary  is  open  to  negotiation.  The  new 
faculty  offers  3-years  and  4-years  (Honours) 
undergraduate  programs  in  Biology, 
Chemistry,  Computer  Science,  Geological 
Science,  Mathematics  and  Physics  and 
Astronomy.  In  addition,  five  departments 
offer  M.  Sc.  programs  and  four  offer  Ph.D. 
programs.  Applications  will  be 
received  in  confidence  by  the  search 
committee  until  November  1,  1974.  Please 
contact  Mr.  D.  T.  Lowery,  University 
Secretary,  University  of  Regina,  Regina, 
Saskatchewan,  S4S  0A2. 


APPLIED  MATHEMATICS 

UNIVERSITY  OF  WATERLOO. 
Department  of  Applied  Mathematics. 

Applications  are  invited  from  candidates 
qualified  for  a  position  at  the  Assistant  or 
Associate  Professor  level  with  research 
interests  in  the  area  of  Partial  Differential 
Equations.  Candidates  will  be  expected  to 
have  at  least  three  years  post  Ph.D. 
experience  and  a  background  in  applied 
mathematics.  The  lecturing  load  is  not 
heavy  but  considerable  emphasis  will  be 
placed  on  teaching  ability.  Present 
minimum  salary  for  Assistant  Professors 
is  $13.100  and  for  Associate  Professors  is 
$17,000.  Closing  date  for  applications 


November  30,  1974.  Starting  date  to  be 
arranged  but  not  later  than  July  1,  1975. 
Send  curriculum  vitae,  details  of  research 
and  teaching  experience  and  names  of 
three  referees  to  Dr.  D.  G.  Wertheim, 
Chairman,  Department  of  Applied 
Mathematics,  University  of  Waterloo, 
Waterloo,  Ontario,  Canada  N2L  3G1. 


BIOMEDICAL  SCIENCES 

UNIVERSITY  OF  GUELPH. 
Department  of  Biomedical  Sciences. 

Applications  are  invited  for  a  position  as 
Assistant  or  Associate  Professor  in 
Biomedical  Sciences  with  emphasis  in 
veterinary  anatomy.  Post  includes 
teaching  aspects  of  animal  anatomy  in 
lectures  and  laboratory  exercises  to 
students  in  Veterinary  Medicine, 
Biological  Science  and  Animal  Science  at 
the  undergraduate  and  graduate  levels. 
The  position  requires  an  advanced 
degree  in  anatomy  and  preferably 
teaching  experience.  Candidates  with 
professional  qualifications  in  Veterinary 
Medicine  are  invited  to  apply.  A  research 
interest  in  dynamic  or  functional  anatomy 
as  it  applies  to  animal  disease  is  desired. 
Applicants  should  submit  a  curriculum 
vitae  and  the  names  of  three  references  as 
soon  as  possible  to:  Dr.  G.'  Downie, 
Professor  and  Chairman,  Department  of 
Biomedical  Sciences,  Ontario  Veterinary 
College,  University  of  Guelph,  Guelph, 
Ontario,  Canada.  NIG  2W1 


BUSINESS  ADMINISTRATION 

UNIVERSITY  OF  NEW 
BRUNSWICK.  Department  of  Business 
Administration.  Applications  are  invited 
for  undergraduate  teaching  positions  as 
follows:  accounting,  finance  management, 


marketing,  policy,  quantitative  methods. 
Qualifications  required  are  Ph.D.,  Ph.D. 
candidate  or  equivalent.  Duties  include 
undergraduate  teaching  and  research.  The 
rank  and  salary  are  based  on  the  can- 
didates qualifications  and  experience.  Ap- 
pointments effective  July  1,  1975.  Chair- 
man, Department  of  Business  Ad- 
ministration, University  of  New 
Brunswick,  Fredericton,  N.B.  E3B  5A3. 


CHILD  GUIDANCE 

UNIVERSITY  OF  SASKATCHEWAN. 
Institute  of  Child  Guidance  and 
Development.  Applications  are  invited  for 
a  position  ,as  Lecturer  or  Assistant 
Professor.  Preference  will  be  given  to  a 
candidate  who  holds  a  Ph.D.  or 
equivalent,  who  has  competencies  in  at 
least  one  of  the  following  areas:  Early 
Childhood  Education:  Psycho- 
educational  diagnosis;  Prescriptive 
teaching;  Emotional  disturbance;  Speech 
pathology;  Education  of  Exceptional 
Children  in  regular  class.  Salaries  (1974- 
75):  Lecturer  — $10,149  to  $12.489. 
Assistant  Professor— $12,924  to  $16,800. 
Send  curriculum  vitae  to  Dr.  John 
McLeod,  Director,  Institute  of  Child 
Guidance  and  Development,  University 
of  Saskatchewan,  Saskatoon,  Canada, 
S7N  0W0. 

UNIVERSITY  OF  SASKATCHEWAN. 
Fellowships.  Institute  of  Child  Guidance 
and  Development.  July  1975.  For  Ph.D. 
or  M.Ed.  Preferably  with  research 
interests  in  delivery  of  special  educational 
services  in  rural  areas.  $3500  plus  $1000 
summer  supplement.  Apply  to  Dr.  John 
McLeod,  Director,  Institute  of  Child 
Guidance  and  Development,  University 
of  Saskatchewan,  Saskatoon, 
Saskatchewan,  S7N  0W0. 


Page  28  —  CAUT  Bulletin  ACPU  September/ Septembre  1974 


CIVIL  ENGINEERING 


UNIVERSITY  OF  ALBERTA. 
Department  of  Civil  Engineering. 

Applications  are  invited  to  fill  a  vacancy 
in  the  general  area  of  hydraulics  and  water 
resources.  The  successful  applicant  will  be 
expected  to  work  at  both  the 
undergraduate  and  graduate  levels  in  his 
area  of  specialization  and  to  assist  at  the 
undergraduate  level  in  other  areas  of  civil 
engineering.  A  Ph.D.  and  some 
engineering  experience  are  desirable. 
Salary  and  rank  will  depend  upon 
qualifications.  Appointment  date: 
January  I.  1975.  Applications,  including 
curriculum  vitae,  transcripts,  details  of 
experience,  and  names  of  referees,  should 
be  submitted  to — Chairman,  Department 
of  Civil  Engineering,  The  University  of 
Alberta,  Edmonton,  Alberta,  Canada 
T6G  2G7. 


CROP  SCIENCE 


UNIVERSITY  OF  GUELPH. 
Department  of  Crop  Science.  Applications 
are  invited  for  assistant  or  associate 
professor  (plant  breeding).  Qualifications:  • 
Must  have  a  Ph.D.  or  equivalent. 
Responsibilities:  Graduate  and 
undergraduate  teaching;  research  in 
forage  crop  breeding  methodology. 
Salary:  the  minimum  for  an  Assistant 
Professor  — $13,500.00  Applications 
should  be  directed  to  Dr.  E.  E.  Gamble, 
Chairman,  Department  of  Crop  Science, 
University  of  Guelph,  Guelph,  Ontario, 
NIG  2W1.  The  position  is  available  for 
October  1,  1974  and  applications  will  be 
accepted  until  the  position  is  filled. 


ECONOMICS 

UNIVERSITY  OF  ALBERTA.  Depart- 
ment of  Economics.  Applications  are  in- 
vited for  two  positions  commencing  July 
I,  1975,  or  January  1,  1975  if  desired. 
Those  specializing  in  one  or  more  of 
energy  economics,  regional  economics, 
urban  economics,  resource  economics, 
public  finance,  industrial  organization,  or 
economic  theory  are  invited  to  apply. 
Applicants  should  be  prepared  to  teach  at 
either  the  graduate  or  undergraduate 
levels.  Rank  and  salary  negotiable,  but 
Ph.D.  required.  Applications  addressed 
to  Dr.  Bruce  Wilkinson,  Chairman, 
Department  of  Economics,  University  of 
Alberta,  Edmonton,  Alberta,  T6G  2H4 

ENVIRONMENTAL  BIOLOGY 

UNIVERSITY  OF  GUELPH.  Depart- 
ment  of  Environmental  Biology. 

Applications  are  invited  for  a  position  in 
forestry.  The  position  will  have  the 
following  responsibilities.  Teaching:  To 


THE  UNIVERSITY  OF  CALGARY 


DEAN.  FACULTY 
OF- 
ENGINEERING 

Applications  are  invited  for  the  position 
of  Dean,  Faculty  of  Engineering.  The 
University  of  Calgary.  Calgary.  Alberts 

The  Faculty  of  Engineering  is  an  '  es- 
tablished una  within  The  University  of 
Calgary  The  Engineering  Faculty  ad- 
ministers regular  four  year  programs 
leading  to  the  B  Sc  degree  m  Chemical 
Civil.  Electrical  and  Mechanical 
Engineering  In  addition,  graduate  work 
leading  to  the  M  Se  M  Eng  and  Ph  D 
degrees  are  offered  by  the  Faculty  of 
Engineering  under  the  administration  of 
the  Faculty  of  Graduate  Studies  At  the 
present  time  there  are  sixty-three  full- 
time  faculty  members  631  un- 
dergraduate students  and  ninety 
graduate  students  m  the  program 

Candidates  for  this  position  should  have 
a  doctorate  in  Engineering  and  have  a 
distinguished  academic  record  with 
proven  experience  in  university 
teaching  research  and  administration 
Salary  is  negotiable 

Applications  including  a  resume  should 
be  sent  to  ^he  President  s  Office 
The  University  of  Calgary 
2920  24th  Avenue  N  W 
CALGARY  Alberta  T2N  1N4 


mi  univirsitv 


offer  a  course  in  Forestry  and  Conserva- 
tion to  students  in  the  Diploma  in 
Agriculture  Program.  To  offer  to  degree 
students  a  course  in  Forestry  with 
emphasis  on  multiple  use  and  the  role  of 
the  forest  as  a  natural  resource.  Research  : 
To  develop  a  research  program  in  forestry 
or  a  related  area.  Interest  in  forest  protec- 
tion desirable.  Qualifications:  Graduation 
from  a  recognized  College  of  Forestry  and 
advanced  study  to  the  Ph.D.  Accredited 
as  a  Professional  Forester.  Appointment 
will  be  at  the  Assistant  or  Associate 
Professor  level.  Closing  date  for  applica- 
tion October  15,  1974.  Position  to  be  filled 
by  January  1,  1975.  Apply:  Professor  F. 
L.  McEwen,  ,  Chairman,  Department  of 
Environmental  Biology,  University  of 
Guelph,  Ontario  NIG  2W1. 


GEOGRAPHY 

UNIVERSITY  OF  WINDSOR.  Depart- 
ment of  Geography.  Applications  are  in- 
vited for  temporary,  visiting  appointment 
during  academic  year  1974-75.  Position 
suitable  for  recent  Ph.D.  or  one  nearing 
completion  of  degree — or  senior  scholar 
on  leave  wishing  to  supplement  salary. 
Duties  in  statistical  geography  area.  Ap- 
proximate remuneration  $4000.  Length  of 
appointment  and  terms  negotiable.  Apply 
by  September  30,  1974  to  Dr.  F.  C.  Innes, 
Chairman,  Department  of  Geography, 
University  of  Windsor,  Windsor,  Ontario 
N9B  3P4. 

HEALTH  SCIENCE 

CENTENNIAL  COLLEGE  OF 
APPLIED,  ARTS  AND  TECH- 
NOLQGY.  Health  Sciences  Divi- 
sion, Applications  are  invited  for  the 
position  of  Chairman  responsible  to  the 
Dean  of  Health  Sciences  Division  for  the 
effective  operation  and  growth  of 
programs  and  courses  in  nursing 
education  at  the  Scarborough  Regional 
Campus.  Applicant  must  be  a  Registered 
Nurse,  possess  an  undergraduate  degree 
and  have  a  minimum  of  five  years  of 
successful  professional  experience. 
Preferably  a  minimum  of  two  years 
administrative  responsibility  in  Education 
and/ or  Service.  Salary  commensurate 
with  qualifications.  Apply  to:  Executive 
Vice-President,  Academic  c/o  Personnel 
Services,  651  Warden  "Avenue, 
Scarborough,  Ontario.  Applications 
considered  until  September  15th,  1974. 


MUSIC 

UNIVERSITY  OF  ALBERTA.  Associate 
Professorship  in  Piano.  Applications  are 
invited  for  an  Associate  Professorship  in 
Piano.  Duties  will  include  the  teaching  of 
piano  at  undergraduate  and  graduate 
levels,  some  possible  supervision  of 
graduate  research  and  some  teaching  iq 
related  areas  (literature  and  pedagogy, 
history  and  theory).  Doctorate  in 
performance  or  equivalent  is  required, 
together  with  considerable  teaching  and 
performing  experience.  Salary  floor, 
$17,661  (1974-75).  Appointment  is  to  be 
effective  July  1st,  1975.  Applications  will 
be  received  until  position  is  filled  by  Dr. 
R.  A.  Strangeland,  Chairman, 
Department  of  Music,  University  of 
Alberta,  Edmonton,  Alberta. 


PHARMACOLOGY 

UNIVERSITY  OF  BRITISH 
COLUMBIA.  Department  of  Phar- 
macology Two  assistant  or  associate 
professors  to  be  appointed  by  July  1st 
1975;  (a)  one  pharmacologist,  Ph.D.  or 
and/or  MD;  (b)  one  clinical  phar- 
macologist, MD  and  Ph.D.  or  equivalent 
plus  speciality  qualifications.  Salary  to  be 
negotiated.  Duties  include  teaching  and 
research.  Applications  including 
curriculum  vitae  and  the  names  of  three 
referees  to  be  sent  to  Dr.  M.  C.  Sutter, 
Head,  Department  of  Pharmacology, 
University  of  British  Columbia,  Van- 
couver, B.C.,  Canada,  V6T  1W5,  by 
December  1,  1974.  An  Equal  Opportunity 
Employer,  M/F. 


THE  BOARD  OF  GOVERNORS 

OF 

THE  UNIVERSITY  OF  SASKATCHEWAN 


invites  nominations  and  applications  for  the  position  of 
PRESIDENT 

The  appointment,  which  will  be  effective  no  later  than  July  1,  1975,  is 
for  an  initial  term  renewable  by  mutual  agreement. 

The  President  has  general  responsibility  for  the  operations  of  the 
University  including  its  academic  programs  and  financial  affairs,  and  has 
such  other  powers  and  duties  as  are  assigned  to  him  under  the  new  University 
Act  by  the  Board.  Salary  and  other  benefits  are  negotiable. 

The  University  of  Saskatchewan  is  a  publicly  funded  institution 
established  in  1907.  Full-time  student  enrolment  in  the  1973-74  academic 
term  was  9,306.  It  offers  a  full  range  of  curricula  both  academic  and 
professional. 

Applications  should  be  accompanied  by  a  detailed  curriculum  vita  and 
the  names  of  several  referees.  Letters  of  nomination  should  include 
biographical  details  of  the  nominee.  Applications,  nominations  and  enquiries 
should  be  directed  to  : 

Mr.  D.  E.  Gauley,  Q.C.,  Chairman 
Board  of  Governors 
University  of  Saskatchewan 
P.O.  Box  638 
Saskatoon,  Sask. 


Lakehead  IB  University 


LAKEHEAD  UNIVERSITY 
THUNDER  BAY,  ONTARIO,  CANADA 

Nutrition  and  Food  Science 


Applications  invited  for  position,  rank  open,  in  Nutrition  and  Food 
Science;  PhD  or  equivalent,  with  concentration  in  community  nutrition 
preferred  —  to  teach  undergraduate  courses,  conduct  research  and  assist  in 
curriculum  development. 


Salary  commensurate  with  experience  and  rank.  1974  floors:  Professor 
$21,630;  Associate  Professor  $17,235;  Assistant  Professor  $13,865. 


Send  curriculum  vits  and  names  of  three  referees  to: 


Mr.  Donald  E.  Ayre 
Secretary  of  the  University 
Lakehead  University 
THUNDER  BAY,  Ontario 
P7B  5E1 


CAUT  Bulletin  ACPU  September  Septembre  1974  —  page  29 


PSYCHOLOGY 

UNIVERSITY  OF  GUELPH. 
Department   of  Psychology.  One 

appointment  at  the  rank  of  Assistant 
Professor  available  January,  1975. 
Candidates  should  have  special  interests 
in  cognitive  processes/information 
processing.  Ph.D.  necessary,  some 
teaching  experience  preferred.  Salary  floor 
$13,500.  Vita,  names  of  three  references, 
copies  of  recent  publications,  if  any, 
should  be  sent  to:  Dr.  E.  C.  Dalrymple- 
Alford,  Appointments  Officer, 
Department  of  Psychology,  University  of 
Guelph,  Guelph,  Ontario,  NIG  2W1. 

PHYSICAL  EDUCATION 

UNIVERSITY  OF  NEW 
BRUNSWICK.  Division  of  Physical 
Education.  Applications  are  invited  for  the 
position  of  Chairman  of  the  Division  of 
Physical  Education.  Candidates  should 
have  a  strong  interest  in  the  development 
of  teacher  education,  including  outdoor 
education  and  recreation.  Main  respon- 
sibility is  in  continuing  the  development 
and  administration  of  an  innovative 
Physical  Education  program.  The  posi- 
tion will  involve  teaching  responsibilities. 
This"  is  a  senior  appointment  (professorial 
base  $20,700)  which  will  be  made  as  soon 
as  possible  after  September  1,  1974.  For 
further  inquiries,  please  contact  D.  A. 
Maclver,  Dean  of  Education,  University 
of  New  Brunswick,  Fredericton,  N.B. 
Canada. 

ELECTRICAL  ENGINEERING 

UNIVERSITY  OF  TORONTO.  Depart- 
ment of  Electrical  Engineering. 

Applications  are  invited  for  position  of 
Assistant  or  Associate  Professor. 
Required  by  July  1975  or  preferably 
earlier.  The  position  will  involve  un- 
dergraduate teaching  in  the  area  of  elec- 
tronic circuits,  graduate  teaching  and 
supervision  of  graduate  work  and  research 
in  the  general  area  of  electronic  circuits 
with  particular  emphasis  on  one  or  more 
of:  computer-aided  design,  instrumen- 
tation, communication  circuits,  high- 
frequency  circuits,  digital  filters,  in- 
tegrated circuits.  Applicants  should  hold  a 
doctorate  in  an  appropriate  area.  In- 
dustrial experience  will  be  considered  an 
asset.  The  salary  level  is  commensurate 
with  qualifications.  Applications  with 
curriculum  vitae  should  be  addressed  to: 
Professor  G.  R.  Slemon,  Chairman, 
Department  of  Electrical  Engineering, 
University  of  Toronto,  Toronto,  Ontario, 
M5S  14A. 


UNIVERSITY  OF  TORONTO.  Depart- 
ment of  Electrical  Engineering. 

Applications  are  invited  for  the  position 
of  Assistant  or  Associate  Professor 
required  not  later  than  July  1,  1975  with 
an  early  appointment  in  January  1975  or 
the  Fall  of  1974  being  a  possibility.  The 
position  will  involve  undergraduate  and 
graduate  teaching,  and  research.  Supervi- 
sion of  graduate  work  and  research  will  be 
mainly  in  the  area  of  control  or  systems 
engineering  with  emphasis  on  the  inter- 
face of  this  specialty  area  with  other 
specialists  within  the  Department,  the 
faculty  and  the  University.  An  emphasis 
on  identification  and  estimation 
techniques  is  desirable.  A  preference  will 
be  given  to  candidates  with  doctorate 
degrees  who  have  had  engineering 
experience.  Applications  with  curriculum 
vitae  should  be  addressed  to:  Professor  G. 
R.  Slemon,  Chairman,  Department  of 
Electrical  Engineering,  University  of 
Toronto,  Ontario,  M5S  1A4. 

LATE  ADS 

ADMINISTRATION 

UNIVERSITY  OF  NEW 
BRUNSWICK.  Department  of 
Anthropology.  Applications  are  invited  for 
the  position  of  Chairman  for  a  five 
member  Department  of  Anthropology, 
now  established  as  a  separate  department. 
Candidates  should  possess  a  doctorate 
or  its  equivalent  in  any  appropriate  field. 
Strong  interest  in  research  and  teaching 
essential;  prior  administrative  experience 
desirable.  Application  deadline  December 
1,  1974  or  until  suitable  candidate  ap- 
pointed. Appointment  effective  July  1, 
1975.  Rank  and  salary  dependent  upon 
qualifications.  Write  to. Dr.  T.  J.  Condon, 
Dean  of  Arts,  Tilley  Hall,  University  of 
New  Brunswick,  Fredericton,  N.B. 

EDUCATION 

UNIVERSITY  OF  SASKATCHEWAN. 
Faculty  of  Education.  Applications  are  in- 
vited for  the  position  of  Assistant  or 
Associate  Professor  in  the  field  of 
philosophy  of  education.  Qualifications 
required:  Doctorate  in  philosophy  of 
philosophy  of  education;  sociology  or 
sociology  of  education  at  the  Master's 
level  desirable.  Duties  include  teaching 
undergraduate  and  graduate  classes  and 
research.  Salary  and  rank  negotiable  ac- 
cording to  qualifications  and  experience. 
Applications  should  be  addressed  to  Dean 
W.  N.  Toombs,  Faculty  of  Education, 


THE  UNIVERSITY  OF  CALGARY 


CALGARY 

COMPUTER  SYSTEMS 
DESIGNER/PROGRAMMER 

The,  Faculty  of  Environmental  Design  invites  applications  for 
the  position  of  computer  systems  designer/programmer. 
Duties  will  include  development  of  graphics  systems, 
primarily,  but  not  exclusively,  for  architectural  applications, 
as  well  as  working  with  the  Faculty  computer  applications 
group  to  develop  programmes  for  research  and  teaching  and 
teaching  purposes.  A  background  in  systems  design  and 
development  (normally  including  assembler  language 
experience)  is  essential  and  computer  graphics  experience  is 
desirable. 

The  Faculty  offers  the  Master  of  Environmental  Design,  with 
graduate  study  options  in  Architecture,  Environmental 
Science  and  Urbanism.  The  Faculty  is  interdisciplinary  in  its 
composition  and  academic  and  research  purposes.  It  is 
currently  staffed  with  a  broad,  representative  complement  of 
scientists,  designers,  social  philosophers  and  members  of  the 
legal,  architectural  and  planning  professions. 

Salary  will  be  from  $12,500  to  $15,000  depending  on 
qualifications. 

This  appointment  will  be  made  in  1974. 

Apply  in  writing,  including  c.v.  and  expression  of  interests,  to  : 

Dean  W.  T.  Perks 
Faculty  of  Environmental  Design 
The  University  of  Calgary 
Calgary,  Alberta,  Canada 
T2N  1N4 


University  of  Saskatchewan  Regina  Cam- 
pus, Regina,  Saskatchewan,  S4S  0A2. 
Effective  date  of  appointment:  July,  1975 
and  closing  date  for  receipt  of 
applications:  December  31,  1974. 

ELEMENTARY  EDUCATION 

UNIVERSITY  OF  ALBERTA.  Depart- 
ment of  Elementary  Education.  The 

Department  expects  to  have  a  position  in 
the  field  of  Early  Childhood  Education 
beginning  in  the  academic  year  1975-76. 
This  is  a  possible  position  depending  on 
tlniversity  budgetary  decisions.  The 
successful  applicant  would  be  appointed 


effective  July  1,  1975.  Ph.D.  required. 
Successful  experience  in  schools  required. 
The  position  entails  undergraduate  and  or 
graduate  teaching,  supervision  of  student 
teaching,  etc.  The  salary  range  in  1974-75 
is:  Assistant  Professor  $13,440— $17,61 1; 
Associate  Professor  $17,661 —$23,416. 
For  1975-76,  the  salary  scale  is  under 
negotiation.  Applications,  curriculum 
vitae  and  the  names  of  at  least  three 
references  should  be  sent  to  Dr.  A. 
MacKay,  Chairman,  Department  of 
Elementary  Education,  Faculty  of 
Education,  University  of  Alberta,  Ed- 
monton, Alberta.  Applications  will  be 
received  until  the  position  is  filled. 


CARLETON  UNIVERSITY 


DEAN  OF  ENGINEERING 

Applications  are  invited  for  the  position  of  Dean  of  the  Faculty  of 
Engineering,  comprised  of  the  departments  of:  Civil  Engineering, 
Mechanical  and  Aeronautical  Engineering,  Systems  Engineering  and 
Electronics  and  Materials  Engineering. 

The  successful  candidate  is  expected  to  provide  leadership  in  an 
established  faculty  of  approximately  620  undergraduate  students,  180 
graduate  students  and  a  teaching  staff  of  50. 

In  addition,  Schools  of  Architecture  and  of  Industrial  Design  report  to  the 
Dean  of  Engineering. 

Duties  will  commence  on  July  1,  1975  and  salary  will  be  negotiated. 

The  deadline  for  submission  of  applications  is  October  15,  1974. 

Inquires,  curriculum  vitae,  or  references  should  be  directed  to: 

DEAN  OF  ENGINEERING  SELECTION 
COMMITTEE 

Room  607,  Administration  Building 
Carleton  University 
Ottawa,  Ontario 
K1S  5B6 


IHt  UNIVfRSITY 

un 

OF  CAIGAKY 


UNIVERSITY  OF  WATERLOO 


DEAN 

FACULTY  OF  ENVIRONMENTAL  STUDIES 

The  Faculty  of  Environmental  Studies  includes  the 
Department  of  Geography,  the  Department  of  Man- 
Environment  Studies,  the  School  of  Architecture  and 
the  School  of  Urban  and  Regional  Planning.  The  Dean 
of  the  Faculty  is  expected  to  provide  academic  and  ad- 
ministrative leadership  within  the  Faculty  as  well  as  con- 
tribute to  the  overall  effectiveness  of  the  University  as 
one  of  the  senior  officers  of  the  Institution. 

Candidates  will  be  considered  who  have  a  high  level  of 
academic  and/or  professional  achievement,  proven  ad- 
ministrative competence  and  related  experience  in 
Canada.  The  appointment  will  be  as  a  faculty  member  in 
the  relevant  discipline  with  rank,  salary  and  other  con- 
ditions appropriate  to  that  position;  and  to  the 
Deanship,  with  an  additional  annual  stipend,  for  a  term 
of  five  years,  renewable  for  a  second  three-year  term. 
The  effective  date  of  the  appointment  will  be  1  July 
1975.  Closing  date  is  15  November  1974.  Enquiries  are 
invited.  Please  address  all  correspondence  to: 

Chairman,  Nominating  Committee 
for  Dean  of  Environmental  Studies, 
Office  of  the  Vice-President,  Academic, 
University  of  Waterloo, 
200  University  Avenue  West, 
WATERLOO,  Ontario,  Canada. 
N2L  3G1 


Page  30  —  CAUT  Bulletin  ACPU  September/Septembre  1974 


L'ACPU,  Pourquoi? 


Pour  protéger  les  droits  de  l'individu  au  sein  de 
l'université. 

Depuis  vingt  ans,  l'ACPU  s'est  occupée  chaque 
année  de  nombreuses  plaintes  de  professeurs 
relatives  à  leur  contrat,  à  l'avancement,  à  la 
permanence  ou  au  renvoi.  L'ACPU  s'active 
également  auprès  de  chacune  des  université  pour 
obtenir  la  mise  en  place  de  procédures  valables  et 
s'assurer  qu'elles  sont  appliquées.  L'ACPU  et  ses 
filiales  locales  ont  réussi  dans  une  grande  mesure  à 
remplacer  le  caprice  individuel  par  des  règles 
çonstitutionelles  pour  la  rédaction  des  contrats 
universitaires. 

Pour  protéger  les  droits  de  l'individu  vis-à-vis  des 
gouvernements. 

L'ACPU  est  intervenue  pour  protéger  les  droifs  de 
ses  membres  à  l'occasion  de  conflits  avec  le 
ministère  de  l'Immigration,  le  service  de  sécurité  de 
la  GRC,  les  départements  employant  des 
professeurs  détachés,  et  ainsi  de  suite.  L'ACPU 
s'est  activement  préoccupée  du  respect  de  la  vie 
privée. 

Pour  représenter  ses  membres  à  tous  les  niveaux  de 
gouvernement. 

En  1973-1974,  l'ACPU  a  eu  l'occasion  de: 

•  intervenir  auprès  des  gouvernements  fédéral  et 
provinciaux  pour  les  mettre  en  garde  contre  des 
projets  de  restructuration  des  organismes 
fédéraux  de  subventionnement  (CNR,  CRM  et  le 
Conseil  des  Arts)  qui  risqueraient  de  miner  le 
potentiel  de  recherche  des  universités 
canadiennes. 

•  préparer  un  mémoire  devant  servir  à  intervenir 
auprès  des  gouvernements  fédéral  et  provinciaux 
avant  la  renégociation  des  ententes  fédérales  de 
transferts  fiscaux  en  vertu  desquelles  le 
gouvernement  fédéral  assume  50  p.  !00  des  frais 
d'exploitation  des  universités. 

•  appuyer  l'intervention  de  CUFABC  auprès  du 
gouvernement  de  la  Colombie-Britannique  au 
sujet  de  la  création  d'une  commission  de 
subventionnement. 

•  intervenir  aux  côtés  de  MOFA  auprès  du 
gouvernement  du  Manitoba  au  sujet  des  suites  à 
donner  au  rapport  Oliver  sur  l'éducation  post- 
secondaire. 

•  unir  ses  protestations  à  celles  de  l'UAPUO 
contre  certains  articles  du  projet  de  loi  ontarien 
sur  les  commissions  de  subventionnement  et  faire 
des  propositions  au  Ministère  des  collèges  et 
universités  au  sujet  des  ombudsmen  en  matière 
d'éducation. 

•  protester  auprès  du  gouvernement  du  Québec 
contre  ses  méthodes  de  classification. 

Pour  aider  les  associations  locales  qui  demandent  le 
statut  d'agent  négociateur. 

L'ACPU  préconise  la  négociation  collective 
comme  moyen  d'atteindre  les  buts  de 
PASSOCIATION  et  déploie  depuis  deux  ans  des 
efforts  vigoureux  pour  obtenir  de  bons  résultats 
dans  ce  domaine.  Elle  s'est  associée  étroitement  au 
travail  des  associations  qui  ont  demandé  la 
reconnaissance  syndicale  en  mettant  à  leur 


disposition  du  personnel  compétent  et  des 
ressources  financières.  Elle  veut  adapter  la 
négociation  collective  aux  circonstances 
particulières  de  chaque  université  et  a  réussi  à 
écarter  l'ingérence  des  syndicats  traditionnels. 

Pour  assurer  l'égalité  des  droits  des  professeurs 
féminins. 

Grâce  à  l'action  de  son  Comité  du  statut  de  la 
femme  professeur,  l'ACPU  a  créé  des  normes 
régissant  entre  autres  le  congé  de  maternité  et  la 
réglementation  du  népotisme  pour  garantir  aux 
femmes  un  traitement  équitable.  Elle  accorde 
actuellement  son  attention  aux  questions  du  salaire 
égal  pour  travail  égal,  des  justes  pratiques  d'emploi, 
de  l'équité  des  avantages  sociaux  et  des  garderies. 

Pour  protéger  les  droits  des  bibliothécaires 
d'université. 

Les  filiales  de  l'ACPU  sont  reconnues  comme  agent 
négociateur  en  vertu  de  la  législation-  du  travail 
régissant  les  bibliothécaires  de  l'université  du 
Manitoba  et  de  l'université  St.  Mary's.  Les 
bibliothécaires  sont  membres  de  l'ACPU  dans  la 
plupart  des  universités  qui  possèdent  une 
association  locale  affiliée.  L'ACPU  s'est  engagée  à 
obtenir  des  conditions  de  travail  équitables  pour  les 
bibliothécaires  des  universités. 

Pour  aider  les  associations  locales  au  sujet  des 
avantages  économiques. 

Le  siège  de  l'ACPU  tient  à  la  disposition  des 
associations  locales  des  documents  préparés  à 
l'intention  de  leur  Comité  des  traitements  et 
avantages  sociaux.  L'Association  s'est  employée  à 
obtenir  de  Statistique  Canada  des  statistiques 
comparatives  utiles  aux  associations  locales  lors  de 
leurs  négociations  salariales  et  envisage  de  créer 
cette  année  une  nouvelle  structure  qui  permettrait 
de  simplifier  la  production  de  renseignements 
salariaux  comparatifs  tant  au  sein  qu'à  l'extérieur 
de  la  profession. 

Pour  obtenir  des  conditions  de  retraite  raisonnables 
dans  les  universités  canadiennes. 

Le  Comité  exécutif  de  l'ACPU  s'est  donné  comme 
mission  prioritaire  de  réviser  et  d'améliorer  les 
conditions  de  retraite  au  cours  de  l'année 
universitaire  1974-1975.  L'ACPU  a  également 
décidé  de  dresser  un  répertoire  des  professeurs  en 
retraite  et  d'aider  les  associations  locales  à  obtenir 
un  traitement  raisonnable  pour  leurs  retraités. 

Aider  ses  membres  en  matière  d'impôt  sur  le  revenu. 

Le  Comité  de  l'impôt  sur  le  revenu  rédige  chaque 
année  un  guide  fiscal  qu'il  publie  dans  le  Bulletin  de 
l'ACPU.  Le  Comité  examine  la  législation  fiscale, 
les  cas  particuliers  et  les  décisions  rendues  à  leur 
sujet  et  communique  aux  professeurs  d'université 
les  conclusions  qu'il  convient  d'en  tirer  par  des 
articles  publiés  régulièrement  dans  le  Bulletin  de 
l'ACPU.  Le  Comité  intervient  également 
périodiquement  auprès  des  ministères  des  Finances 
!  et  du  Revenu  national. 


Pour  protéger  vos  droits  vis-à-vis  de  la  télévision 
éducative. 

Depuis  quelques  années  de  nombreuses  provinces 
ont  mis  sur  pied  ou  envisagent  d'organiser  des 
services- de  télévision  éducative.  L'ACPU  a 
formellement  uni  ses  efforts  à  ceux  de  l'ACTRA 
(Association  canadienne  des  artistes  de  la  radio  et 
de  la  télévision)  pour  constituer  un  consortium 
national  chargé  d'informer  ses  membres  de  leurs 
droits  et  de  leur  faire  obtenir  des  redevances 
raisonnables.  L'ACPU  a  collaboré  avec  plusieurs 
de  ses  filiales  provinciales  pour  créer  des 
consortiums  provinciaux  chargés  de  négocier  des 
ententes  collectives  avec  les  autorités  compétentes. 

Pour  protéger  vos  droits  en  matière  de  droits  d'auteur 
et  de  brevets. 

L'ACPU  a  défini  des  normes  régissant  les  lignes  de 
conduite  universitaires  en  matière  de  droits  d'auteur 
et  de  brevets.  Son  Comité  des  droits  d'auteur 
travaille  avec  l'ACTRA  pour  intervenir  auprès  du 
gouvernement  fédéral  au  sujet  des  modifications 
qu'il  envisage  d'apporter  à  la  Loi  sur  les  droits 
d'auteur. 

Le  Secrétariat  de  l'ACPU 

L'ACPU  a  des  officiers  permanents  pour  mieux 
vous  servir  et  pour  réaliser  les  buts  ci-haut 
mentionnés  de  l'association.  Le  Professeur  Donald 
C.  Savage  est  le  Secrétaire  Général,  et  est 
responsable  des  activités  générales.  Si  vous  désirez 
des  informations  au  sujet  de  la  liberté  universitaire 
et  de  la  permanence  d'emploi,  s'il  vous  plaît  écrire 
ou  appeler  le  Professeur  Victor  W.  Sim,  Secrétaire 
Général  Adjoint.  Concernant  la  négociation 
collective,  écrire  ou  appeler  Marie-Claire  Pommez. 
Pour  les  informations  sur  les  bénéfices  économiques 
et  les  pensions,  contacter  Georges  Frappier.  Notre 
agent  d'information  est  Israel  Cinman  et  notre 
trésorière  est  Mme  Ida  Townsend. 

Adresse:  66,  rue  Lisgar,  Ottawa,  K2P  OCl 
Téléphone:  613-237-6885 

L'ACPU  a  un  bureau  régional  à  Edmonton  et  un 
bureau  local  à  Halifax.  A  Edmonton,  Gordon 
Unger  est  le  responsable  du  bureau  qui  fonctionne 
conjointement  avec  CAFA.  L'adresse  est  Barnett 
House,  1 1010-142  Street.  Le  téléphone  est  403-432- 
4391.  A  Halifax,  Roger  Crowther  est  responsable 
du  bureau.  L'adresse  est  1568,  rue  Robbie,  Halifax, 
Nova  Scotia  et  le  téléphone  est  902-422-1370. 

L'ACPU  publie  le  Bulletin  six  fois  par  année  pour 
informer  les  professeurs  des  événements 
académiques  et  des  travaux  de  l'ACPU. 


Parce  que . . . 

L'Association  canadienne  des  professeurs 
d'université  est  la  seule  organisation 
canadienne  dont  l'unique  mandat  est  de 
défendre  les  intérêts  et  les  droits  des 
professeurs  et  des  chercheurs  des  universités  et 
collèges  du  Canada,  de  travailler  au 
relèvement  des  normes  de  la  profession  et 
d'améliorer  la  qualité  de  l'enseignement 
supérieur  au  Canada. 


CAL'T  Bulletin  ACPU  September /Septembre  1974  —  page  31 


Why  CAUT? 


To  protect  your  individual  rights  in  the  university. 

For  the  past  two  decades  CAUT  has  handled  scores 
of  faculty  grievances  each  year  concerning  renewal 
of  contract,  promotion,  tenure  and  dismissal. 
CAUT  also  lobbys  individual  universities  to" 
ensure  that  proper  procedures  exist  and  that  they 
are  used.  CAUT  and  its  local  associations  have 
gone  a  long  way  towards  establishing  constitutional 
rule  rather  than  personal  whim  as  the  norm  for 
university  contracts. 

To  protect  your  individual  rights  vis-à-vis  the 
government 

CAUT  has  acted  to  protect  the  rights  of  its 
members  in  disputes  with  the  Immigration 
Department,  the  Security  Section  of  the  RCMP, 
departments  using  seconded  academics,  and  the 
like.  CAUT  has  taken  an  active  interest  in  the  right 
to  privacy. 

To  represent  the  membership  at  all  levels  of 
government. 

In  1973-74  the  CAUT: 

•  lobbyed  all  levels  of  government,  federal  and 
provincial,  concerning  proposed  changes  in  the 
structure  of  the  federal  granting  agencies  (NRC, 
MRC  and  the  Canada  Council)  which  might 
deleteriously  affect  the  research  potential  of 
Canadian  universities. 

•  prepared  a  position  paper  to  be  the  base  for 
lobbying  the  federal  and  provincial 
governments  prior  to  the  renegotiation  of  the 
federal  fiscal  transfer  arrangements  by  which  the 
federal  government  pays  50  per  cent  of  the 
operating  costs  of  universities. 

•  made  representations  along  with  CUFABC  to 
the  Government  of  British  Columbia  concerning 
the  creation  of  a  grants  commission. 

•  lobbyed,  along  with  MOFA,  the  Government  of 
Manitoba  concerning  the  implementation  of  the 
Oliver  Report  on  post-secondary  education. 

•  protested  jointly  with  OCUFA  certain  sections 
of  the  proposed  legislation  in  Ontario  concerning 
grants  commissions  and  also  made 
representations  to  the  Ministry  of  Colleges  and 
Universities  concerning  educational 
ombudsmen. 

•  protested  to  the  Government  of  Quebec 
concerning  classification  procedures. 

To  assist  those  local  associations  who  seek 
certification  for  collective  bargaining. 

CAUT  is  committed  to  collective  bargaining  as  a 
means  of  securing  the  goal  of  the  Association 
and  has  in  the  last  two  years  moved  vigorously  to 
become  effective  in  this  area.  It  has  worked  closely 
with  those  associations  which  have  sought 
certification  and  has  provided  them  with  qualified 
personnel  and  financial  assistance.  It  plans  to  adapt 
collective  bargaining  to  the  circumstances  of  the 
university  and  has  defeated  the  attempts  of 
traditional  unions  to  intervene. 


To  ensure  equal  rights  for  women  academics. 

Through  its  Committee  on  the  Status  of  Women 
Academics,  the  CAUT  has  created  norms  in  such 
areas  as  maternity  leave  and  nepotism  regulations 
to  ensure  fair  treatment  for  women.  It  is  currently 
pursuing  questions  of  equal  pay,  equitable  hiring, 
fairness  in  fringe  benefits  and  day  care. 

To  protect  the  rights  of  university  librarians. 

CAUT  locals  are  bargaining  agents  under  the  labor 
legislation  for  the  librarians  at  the  University  of 
Manitoba  and  St.  Mary's  University.  Librarians 
are  members  of  CAUT  at  most  universities  where 
there  are  CAUT  local  associations.  CAUT  is 
committed  to  securing  a  fair  deal  for  university 
librarians. 

To  assist  local  associations  in  regard  to  economic 
benefits. 

The  CAUT  central  office  has  prepared  material 
concerning  fringe  benefits  for  local  salary  and 
fringe  benefit  committees.  It  has  lobbyed  Statistics 
Canada  to  ensure  that  local  associations  get 
adequate  comparative  statistics  for  salary 
negotiations  and  it  will  be  creating  this  year  a  new 
structure  whereby  the  supply  of  comparative  salary 
information  both  within  and  without  the  profession 
will  be  streamlined. 

To  ensure  decent  pension  arrangements  in  Canadian 
Universities. 

The  CAUT  Executive  has  given  top  priority  to  the 
review  and  improvement  of  pension  arrangements 
in  the  academic  year  1974-75.  The  CAUT  has  also 
decided  to  prepare  a  register  of  retired  professors 
and  to  assist  local  associations  in  ensuring  that 
retired  professors  get  decent  treatment. 

To  assist  membership  in  connection  with  income  tax. 

The  CAUT  Income  Tax  Committee  each  year 
drafts  a  tax  guide  which  is  printed  in  the  CA  UT 
Bulletin.  It  reviews  income  tax  legislation,  cases  and 
rulings  and  communicates  their  consequences  to 
university  teachers  through  a  special  column  in 
the  CA  UT  Bulletin.  The  Committee  also  makes 
representations  from  time  to  time  to  the 
Department  of  Finance  and  National  Revenue. 

To  protect  your  rights  in  regard  to  educational 
television. 

In  the  past  few  years,  many  provinces  have  set  up  or 
are  considering  educational  television  production. 
CAUT  has  joined  formally  with  ACTRA 
(Association  of  Canadian  Radio  and  Television 


Artists)  to  form  a  national  consortium  to  inform  its 
members  as  to  their  rights  and  ensure  that  they  get 
reasonable  financial  returns.  CAUT  has  joined  with 
its  provincial  affiliates  in  various  parts  of  the 
country  to  create  provincial  consortia  to  negotiate 
collective  bargaining  agreements  with  such 
authorities. 

To  protect  your  rights  in  regard  to  copyright  and 
patents. 

CAUT  has  established  norms  for  university 
copyright  and  patents  policies.  The  CAUT 
Copyright  Committee,  in  conjunction  with 
ACTRA,  is  making  representations  to  the  federal 
government  concerning  proposed  changes  in  the 
copyright  law. 

The  CAUT  Central  Office 

Th&CAUT  has  full  tim&officers  to  serve^you  and  to 
realize  the  above  goals  of  the  association. 
Professor  Donald  C.  Savage  is  the  Executive 
Secretary  and  is  in  charge  of  the  entire  operation.  If 
you  desire  information  concerning  academic 
freedom  and  tenure,  please  write  or  call  Professor 
Victor  Sim,  the  Associate  Executive  Secretary. 
In  relation  to  collective  bargaining,  write  or  call 
Marie-Claire  Pommez.  For  information  on 
economic  benefits  and  pension  matters,  contact 
Georges  Frappier.  Our  information  officer  is  Israel 
Cinman  and  our  business  officer  Mrs.  Ida 
Townsend. 

Address:  CAUT,  66  Lisgar,  Ottawa,  K.2P  0C1 
Telephone:  613-237-6885 

CAUT  maintains  regional  or  local  offices  in 
Edmonton  and  Halifax.  Gordon  Unger  is  in  charge 
of  the  Edmonton  office  which  is  a  joint 
CAUT/CAFA  operation.  The  address  is:  Barnett 
House,  11010-142  Street,  Edmonton,  Alberta. 
Telephone  is:  403-432-4391.  Roger  Crowther  is  in 
charge  of  the  Halifax  Office.  The  address  is  1568 
Robie  Street,  Halifax  and  the  telephone  is  902-422- 
1370. 

The  CAUT  publishes  the  CA  UT  Bulletin  six  times 
a  year  to  help  the  membership  keep  informed  of 
events  in  the  academic  world  and  of  the  work  of 
the  CAUT. 


Because... 


The  Canadian  Association  of  University 
Teachers  is  the  only  Canadian  organization 
with  the  sole  objective  of  promoting  the 
interests  and  rights  of  teachers  and  researchers 
in  Canadian  universities  and  colleges, 
advancing  the  standards  of  the  profession  and 
improving  the  quality  of  higher  education  in 
Canada. 


Page  32  —  CAUT  Bulletin  ACPU  September/ Septembre  1974